Running Head: BACKGROUND AND SIGNIFICANCE 1
Running Head: BACKGROUND AND SIGNIFICANCE 1
Background and Significance
Lana Eliot
Psychology 625
Professor Weniger
July 29, 2018
Specific Aims:
The effect of stress on human beings is terrible that leads them to different diseases. The stress comes from environment and change in human behavior. Stress profoundly impacts or minds that leads to damages of prefrontal cortex which plays a prominent role in cognition (Andrew Holmesa, 2010 ). The cognitive abilities of a human being the effect a lot in the presences of stress. That leads to mood swings, schizophrenia and anxiety disorder. Hence, numerous studies are carried out on the stress-induced cognitive abilities (Joëls, 2006).
Intense stress and even the minor stress is responsible for changes in cognition impairment. It is responsible for significant changes in the remodeling of neurons. It also brings changes in neuronal morphology and effects the working memory of human beings (Luine, 1994). This study demonstrates that how stress-induced cognitive impairment affects the different areas of the brain (Maroun, 2008). The impact of stress on the human brain is studied under molecular basis induced changes. There is numerous significance of this study that includes how the brain is affected by stress and what stress causes cognition problems. It will further demonstrate how molecular basis changes the prefrontal cortex. It also gives details about pathophysiology and its association with dysfunction in neuropsychiatric diseases. Further strategies will also have introduced for its treatment that helps in overcoming stress-induced cognitive impairments.
Background
Stress have destructive effects on human. These results are related to all internal and external development of human body and mind. Humans are exposed to multiple stressors in their daily routine that leads to severe problems. When the human body is exposed to stress at that time that time, they did notice that how this stress affects them. But later, when they are more frequently exposed to stress they feel changes in their behavior and brain as well. Mood swings and unpredicted behavior of humans are the results of this stress. As well as the brain is concerned, stress disturbs the chemical balance that restricts brains from performing their ordinary functions. Most importantly it affects the cognition problems in humans. They more frequently started to forget about different things that they did not realize initially. But with the passage of time when these things get severe, they know that how this stress negatively affect this stress. Furthermore, stress is the only factors that induce cognition and learning problems in humans.
Bondi et al. (2007) conducted a study on chronic unpredictable stress that induces cognitive deficit as well as anxiety problems. Keeping in view the aim of this study, he experiments on rats where he injected the chronic antidepr ...
Running Head STRESS-INDUCED COGNITIVE IMPAIRMENT1STRESS INDUC.docxtoltonkendal
Stress has detrimental effects on cognition according to several studies. Chronic unpredictable stress in rats was found to induce cognitive deficits and anxiety that could be prevented by chronic antidepressant treatment. Repeated stress caused reversible impairments to spatial memory in rats. Chronic stress was also found to impair spatial working memory in rats due to prefrontal cortical dopaminergic dysfunction. Stress affects learning and memory through its effects on hormones and neurotransmitters in the brain. It can have both impairing and improving effects depending on factors like intensity and duration of stress. Understanding the molecular mechanisms involved in stress-induced cognitive impairment is important for developing treatment strategies.
Running Head: DEPRESSION 1
DEPRESSION 3
Lana Eliot
Depression
Psychology 630
Professor Benton
August 25, 2018
Many people throughout the world experience some type of depression in their lives and it is one of the most common mental disorders. The current statistic show that depression is linked to genetic, environmental, biological and is also psychological. Depression can ben found with any age person. A small child or an adult may have to deal with the depression that is affecting them. Chemical imbalances in the brain is the leading cause for a person dealing with the depressive order. The neurotransmitter is the what we call the communicator between the brain and the limbic system. Researchers study the limbic system in the brain as this is where depression starts; especially for anxiety and stress. The 3 major neurotransmitters; serotonin, norepinephrine, and dopamine all have direct relations with a persons’ depression and anxiety.
Serotonin plays a crucial role in our brain. It is associated with many physical actions that we may portray. The actions associated with serotonin are mood altering, sleeping patterns, eating disorders, and aggression. If a persons’ serotonin levels decrease, they may experience these depressive symptoms. This can also make persons have a feeling of self-worth and suicidal feelings.
Another transmitter in the brain which is associated with the depressive disorder is dopamine. This is the part of the brain that deals with our motivation and how we gain the feeling of self-worth and self-pleasure. Early studies suggested that an existence of neurotransmitter norepinephrine deficiency in some certain areas of the brain resulted in depression. One main cause of depression is the reduction in the concentration of certain neurotransmitters in the brain, such as serotonin and dopamine. The decrease in the concentration of these neurotransmitters leads to disturbed neuronal signal processing which leads to alterations in the structure of the neuronal networks. These basic changes are accepted to be one of the fundamental purposes behind sorrow. The emergence of neuroimaging techniques, magnetic resonance imaging (MRI), positron emission tomography (PET) and functional fMRI, established the importance of the ‘neurocircuit of emotion’ which has been expanded to include other important brain areas and the prefrontal cortex (PFC). These brain sites and their connections, which have been widely studied, are responsible for maintaining emotional stability and their malfunction is considered central to the pathophysiology of depression (Palazidou, E., 2012).
Recent follow up studies also shows that there is a group of individuals with a depression disorder who exhibit low levels of the chemical norepinephrine. In autopsy studies, it has been shown that in comparison,.
Running head PSYCHIATRIC DISORDER .docxtoltonkendal
Running head: PSYCHIATRIC DISORDER 1
PSYCHIATRIC DISORDER 6
Psychiatric Disorder
Student’s Name
University Affiliation
Course Title
Date
Psychiatric disorder
Depression is one of the most common mental disorders found in the world. Current studies indicate that depression may result from genetic, biological, environmental, and psychological factors. People of all ages are susceptible to depression but the elderly are at a high risk than the young. In the brain, depression starts with simple chemical imbalances. Communication within the brain and to and fro the rest of the body is via the chemical transmitter, known as neurotransmitters. The brain limbic system has been a key interest for many researchers as it comes to anxiety, stress and depression. There exists relationship between depression and the functioning of three primary neurotransmitters; serotonin, norepinephrine, and dopamine.
Serotonin is a neurotransmitter that is associated with the control of many crucial bodily operations such as aggression, sleeping, sexual behavior, mood, and eating. The production of serotonin is in the serotonergic neurons. Some people are likely to suffer depression with a drop in the production of serotonin in the neurons. The resultant mood is one that is more particularly associated with individuals feeling suicidal.
Early studies suggested that an existence of neurotransmitter norepinephrine deficiency in some certain areas of the brain resulted in depression. Recent follow up studies also shows that there is a group of individuals with a depression disorder who exhibit low levels of the chemical norepinephrine. In autopsy studies, it has been shown that in comparison, people who lives have been marred with a recurrence of depressive episodes possess lesser norepinephrinergic neurons unlike those who have not had depressive history. Norepinephrine assist our bodies detect and respond to stressful instances. People who are susceptible to depression have a norepinephrinergic system which does not take care of the effects of stress very efficiently.
Dopamine is another chemical transmitter in the brain associated with depression. The neurotransmitter plays a critical part in controlling our motivation to seek out reward, also the ability to get a sense of pleasure. Low levels of dopamine may partly explain as to why some individuals suffering from depression do not get the same pleasure sense from people are activities that they used to before falling into depression.
Evidence is ever increasing to support the hypothesis that stress and the accompanying depression could involve structural variations in the brain. The resultant changes of depression are known as remodeling. An occurrence of remodeling due to stress can be prevented or even potentially tu ...
This document summarizes a student research project that aims to study the effects of chronic stress on recognition memory in young adults. It provides background on chronic stress and how it can impact physical and mental health. Chronic stress is associated with increased cortisol levels and research shows cortisol can impair memory retrieval and negatively impact brain structures involved in memory like the hippocampus. The study aims to assess recognition memory performance in university students in relation to their self-reported chronic stress levels using questionnaires. It is hypothesized that students with higher chronic stress will perform more poorly on memory tasks based on previous research linking chronic stress to memory impairments. The document outlines the study methods which involve assessing chronic stress, administering a memory task, and analyzing performance between high and
The document summarizes the physical, cognitive, and mental health benefits of exercise. It discusses how exercise is associated with lower risks of heart disease, cancer, diabetes and obesity. Exercise also benefits cognition by increasing endorphins, reducing stress and depression, and improving memory and working memory. Studies in rats and humans show that exercise can help recovery from brain and spinal cord injuries by increasing neurotrophins and dendritic branching.
How is Meditation Helpful for Mood DisordersMeditation Fix
Meditation can help treat mood disorders like depression and anxiety by impacting the brain in several ways:
1. It increases gray matter in areas involved in cognition and emotion regulation over time.
2. It stimulates the prefrontal cortex and posterior cortical midline structures, brain regions linked to emotional regulation and self-awareness.
3. Studies found mindfulness meditation and mindfulness-based cognitive therapy reduced symptoms of depression and anxiety when practiced consistently.
This document discusses ADHD as a brain-based disorder. It explains that ADHD is caused by differences in neurotransmitter levels like dopamine and norepinephrine in key brain regions such as the prefrontal cortex and basal ganglia. Brain imaging techniques reveal that these brain regions develop more slowly in individuals with ADHD compared to their peers. While the exact causes are still unclear, ADHD is understood to involve impaired regulation of attention, motor activity, and impulsivity due to neurotransmitter imbalances in specific brain circuits.
Neuroplasticity: The Brain That Changes ItselfS'eclairer
The document discusses neuroplasticity and how the brain can change itself through experiences like stress, beliefs, environment, and activities. It provides examples of research that shows how thinking patterns can impact health conditions like heart disease, how environments and experiences can influence gene expression, and how cognitive behavioral therapy and mindfulness can help rewire the brain and reduce symptoms of obsessive compulsive disorder.
Running Head STRESS-INDUCED COGNITIVE IMPAIRMENT1STRESS INDUC.docxtoltonkendal
Stress has detrimental effects on cognition according to several studies. Chronic unpredictable stress in rats was found to induce cognitive deficits and anxiety that could be prevented by chronic antidepressant treatment. Repeated stress caused reversible impairments to spatial memory in rats. Chronic stress was also found to impair spatial working memory in rats due to prefrontal cortical dopaminergic dysfunction. Stress affects learning and memory through its effects on hormones and neurotransmitters in the brain. It can have both impairing and improving effects depending on factors like intensity and duration of stress. Understanding the molecular mechanisms involved in stress-induced cognitive impairment is important for developing treatment strategies.
Running Head: DEPRESSION 1
DEPRESSION 3
Lana Eliot
Depression
Psychology 630
Professor Benton
August 25, 2018
Many people throughout the world experience some type of depression in their lives and it is one of the most common mental disorders. The current statistic show that depression is linked to genetic, environmental, biological and is also psychological. Depression can ben found with any age person. A small child or an adult may have to deal with the depression that is affecting them. Chemical imbalances in the brain is the leading cause for a person dealing with the depressive order. The neurotransmitter is the what we call the communicator between the brain and the limbic system. Researchers study the limbic system in the brain as this is where depression starts; especially for anxiety and stress. The 3 major neurotransmitters; serotonin, norepinephrine, and dopamine all have direct relations with a persons’ depression and anxiety.
Serotonin plays a crucial role in our brain. It is associated with many physical actions that we may portray. The actions associated with serotonin are mood altering, sleeping patterns, eating disorders, and aggression. If a persons’ serotonin levels decrease, they may experience these depressive symptoms. This can also make persons have a feeling of self-worth and suicidal feelings.
Another transmitter in the brain which is associated with the depressive disorder is dopamine. This is the part of the brain that deals with our motivation and how we gain the feeling of self-worth and self-pleasure. Early studies suggested that an existence of neurotransmitter norepinephrine deficiency in some certain areas of the brain resulted in depression. One main cause of depression is the reduction in the concentration of certain neurotransmitters in the brain, such as serotonin and dopamine. The decrease in the concentration of these neurotransmitters leads to disturbed neuronal signal processing which leads to alterations in the structure of the neuronal networks. These basic changes are accepted to be one of the fundamental purposes behind sorrow. The emergence of neuroimaging techniques, magnetic resonance imaging (MRI), positron emission tomography (PET) and functional fMRI, established the importance of the ‘neurocircuit of emotion’ which has been expanded to include other important brain areas and the prefrontal cortex (PFC). These brain sites and their connections, which have been widely studied, are responsible for maintaining emotional stability and their malfunction is considered central to the pathophysiology of depression (Palazidou, E., 2012).
Recent follow up studies also shows that there is a group of individuals with a depression disorder who exhibit low levels of the chemical norepinephrine. In autopsy studies, it has been shown that in comparison,.
Running head PSYCHIATRIC DISORDER .docxtoltonkendal
Running head: PSYCHIATRIC DISORDER 1
PSYCHIATRIC DISORDER 6
Psychiatric Disorder
Student’s Name
University Affiliation
Course Title
Date
Psychiatric disorder
Depression is one of the most common mental disorders found in the world. Current studies indicate that depression may result from genetic, biological, environmental, and psychological factors. People of all ages are susceptible to depression but the elderly are at a high risk than the young. In the brain, depression starts with simple chemical imbalances. Communication within the brain and to and fro the rest of the body is via the chemical transmitter, known as neurotransmitters. The brain limbic system has been a key interest for many researchers as it comes to anxiety, stress and depression. There exists relationship between depression and the functioning of three primary neurotransmitters; serotonin, norepinephrine, and dopamine.
Serotonin is a neurotransmitter that is associated with the control of many crucial bodily operations such as aggression, sleeping, sexual behavior, mood, and eating. The production of serotonin is in the serotonergic neurons. Some people are likely to suffer depression with a drop in the production of serotonin in the neurons. The resultant mood is one that is more particularly associated with individuals feeling suicidal.
Early studies suggested that an existence of neurotransmitter norepinephrine deficiency in some certain areas of the brain resulted in depression. Recent follow up studies also shows that there is a group of individuals with a depression disorder who exhibit low levels of the chemical norepinephrine. In autopsy studies, it has been shown that in comparison, people who lives have been marred with a recurrence of depressive episodes possess lesser norepinephrinergic neurons unlike those who have not had depressive history. Norepinephrine assist our bodies detect and respond to stressful instances. People who are susceptible to depression have a norepinephrinergic system which does not take care of the effects of stress very efficiently.
Dopamine is another chemical transmitter in the brain associated with depression. The neurotransmitter plays a critical part in controlling our motivation to seek out reward, also the ability to get a sense of pleasure. Low levels of dopamine may partly explain as to why some individuals suffering from depression do not get the same pleasure sense from people are activities that they used to before falling into depression.
Evidence is ever increasing to support the hypothesis that stress and the accompanying depression could involve structural variations in the brain. The resultant changes of depression are known as remodeling. An occurrence of remodeling due to stress can be prevented or even potentially tu ...
This document summarizes a student research project that aims to study the effects of chronic stress on recognition memory in young adults. It provides background on chronic stress and how it can impact physical and mental health. Chronic stress is associated with increased cortisol levels and research shows cortisol can impair memory retrieval and negatively impact brain structures involved in memory like the hippocampus. The study aims to assess recognition memory performance in university students in relation to their self-reported chronic stress levels using questionnaires. It is hypothesized that students with higher chronic stress will perform more poorly on memory tasks based on previous research linking chronic stress to memory impairments. The document outlines the study methods which involve assessing chronic stress, administering a memory task, and analyzing performance between high and
The document summarizes the physical, cognitive, and mental health benefits of exercise. It discusses how exercise is associated with lower risks of heart disease, cancer, diabetes and obesity. Exercise also benefits cognition by increasing endorphins, reducing stress and depression, and improving memory and working memory. Studies in rats and humans show that exercise can help recovery from brain and spinal cord injuries by increasing neurotrophins and dendritic branching.
How is Meditation Helpful for Mood DisordersMeditation Fix
Meditation can help treat mood disorders like depression and anxiety by impacting the brain in several ways:
1. It increases gray matter in areas involved in cognition and emotion regulation over time.
2. It stimulates the prefrontal cortex and posterior cortical midline structures, brain regions linked to emotional regulation and self-awareness.
3. Studies found mindfulness meditation and mindfulness-based cognitive therapy reduced symptoms of depression and anxiety when practiced consistently.
This document discusses ADHD as a brain-based disorder. It explains that ADHD is caused by differences in neurotransmitter levels like dopamine and norepinephrine in key brain regions such as the prefrontal cortex and basal ganglia. Brain imaging techniques reveal that these brain regions develop more slowly in individuals with ADHD compared to their peers. While the exact causes are still unclear, ADHD is understood to involve impaired regulation of attention, motor activity, and impulsivity due to neurotransmitter imbalances in specific brain circuits.
Neuroplasticity: The Brain That Changes ItselfS'eclairer
The document discusses neuroplasticity and how the brain can change itself through experiences like stress, beliefs, environment, and activities. It provides examples of research that shows how thinking patterns can impact health conditions like heart disease, how environments and experiences can influence gene expression, and how cognitive behavioral therapy and mindfulness can help rewire the brain and reduce symptoms of obsessive compulsive disorder.
This document provides an overview of stress and its effects on health from a holistic perspective. It discusses how stress affects individuals biologically, psychologically, and socially. Chronic stress can contribute to conditions like depression, heart disease, and autoimmune disorders by increasing cortisol levels and inflammation over long periods. The document also examines ways of managing stress, including mindfulness-based approaches, exercise, and pharmacology (though drugs like benzodiazepines should be used cautiously).
Personality and the brain; Can brain damage change personality?Ivona Vukotic
Brain damage can change personality in several ways:
1) Studies have found links between certain personality disorders like antisocial personality disorder and abnormalities in areas of the brain like the prefrontal cortex and amygdala.
2) Brain imaging research on criminals with antisocial personality disorder has revealed structural and functional damage in regions involved in decision making, emotions, and social behavior.
3) Brain damage may contribute to personality changes by impairing functions like impulse control, empathy, and the ability to learn from punishment or fear. However, the relationship between brain abnormalities and personality is complex with many open questions.
Brain Injury Enhances Fear Learning And Excitatory ProcessesKaren Gilchrist
Here are the key points I gathered from the case study:
- The patient is a 50-year-old female who underwent corrective surgery and had surgical incisions that required wound care.
- A study was cited that examined the effects of applying FGF2 (fibroblast growth factor 2) to surgical incisions to promote wound healing.
- In this case, the patient's incisions were treated with daily applications of FGF2 until the sutures were removed, starting from post-op day one.
- The wounds healed well with FGF2 treatment and required less frequent dressing changes than the control group who received standard wound care.
- FGF2 application accelerated wound healing in this patient as evidenced by
Teachers have a major influence on shaping students' brains through their choices and teaching methods. Learning new skills and receiving positive feedback can physically alter brain cells by adding dendritic spines and changing how cells connect. Activities like exercise and hands-on learning that increase blood flow and circulation have been shown to improve cognition. Stress and distress from factors like boredom or isolation can negatively impact neurons and inhibit growth. Teachers can help regulate students' stress, social status and neurotransmitter levels to optimize learning and well-being. The new understanding is that teaching can make lasting, positive changes in students' brains when educators are informed about brain-shaping factors.
- The document traces the history of research into neurotransmitters in the brain from the 1930s to the 1960s, when key neurotransmitters like serotonin and GABA were discovered. By the 1960s, the theory of chemical transmission in the brain was widely accepted.
- However, the theory that chemical imbalances in the brain cause psychiatric disorders like depression has not been proven. While correlations have been found, causation has not been established. Drug company marketing often presents chemical imbalances as the cause of disorders despite limited evidence.
- Further research has found that factors like genetics and environment likely play a larger role than chemical levels alone in causing mental health conditions. The theory of a simple chemical imbalance remains an unsubstantiated
This document summarizes research on how antidepressants reverse the effects of depression in the hippocampus. It finds that depression causes changes in specific regions of the hippocampus like the dentate gyrus and CA1/CA3 regions. These changes include decreased volume, lower concentrations of proteins like BDNF, decreased dendritic spine density, and altered synaptic impulse speeds. Antidepressants target these deficiencies by increasing hippocampal volume, protein concentrations, dendritic spine density, and synaptic impulse speeds through neuroplasticity. However, one antidepressant may not be enough, so a new technique called polypharmacy uses two antidepressants to more precisely target the various causes of depression.
The document discusses two hormones - oxytocin and cortisol - and their impact on human behavior. It summarizes several studies that show oxytocin is involved in building bonds and relationships, and higher levels correlate with stronger and longer-lasting couples. Cortisol is a stress hormone, and high levels over long periods can negatively impact memory by reducing the volume of the hippocampus. Prolonged stress from conditions like PTSD is also associated with a smaller hippocampus and memory impairment.
174 Journal of EMDR Practice and Research, Volume 9, Number 4,.docxaulasnilda
This document summarizes a case study that examined the effects of EMDR therapy on the neurocognitive and physiological outcomes of an 18-year-old female diagnosed with PTSD and major depressive disorder due to childhood sexual abuse. Pre- and post-treatment assessments found improvements in attention, memory, information processing speed, and working memory, as well as decreases in heart rate, depression, dissociation, and PTSD symptoms. At a 1-year follow-up, treatment gains were maintained, suggesting EMDR therapy ameliorated PTSD symptoms and improved neurocognitive functioning.
Biology and Good Mental HealthCritical thinking paper saundersabelard
Biology and Good Mental Health
Critical thinking paper
March 11, 2020
Introduction
The relationship that exists between biology and mental health is a complex one. Over the years, there has been considerable debate among scholars, researchers and scientists as to the effect’s biology has on mental health. While some believe biology plays a major role in the mental health of human; others on the other hand believe the effect of biology if any, on mental health is minimal. According to Eric Kandel, a Noble Prize winner and a professor at the Brain Science Department at the Columbia University says mental processes are also brain processes and therefore, all mental disorders functioning such as depression and anxiety are biological diseases, (Weir,2012). This claim is gradually gaining popularity in recent time due to the increase in sophisticated research. The purpose of this paper is to determine if biology has meaningful impact on human mental health and biotechnology.
Biology
In its simplest definition, Biology is the science of life. According to (Bagley, 2017), Biology is derived from two Greek words; “bios”, which means life and “logos”, which means study. Putting these two words together therefore means the study of life. It is not surprising that biologist over the years have spent quality time studying structure, growth, function, origin, evolution and distribution of living organisms including human. There are several branches of Biology including Biochemistry, Botany, Cellular Biology, Ecology, Evolutionary Biology Genetics, Molecular Biology and Zoology. One of these branches that closely relates to the theme of this paper is physiology, which deals with the study of the functions of organisms and their parts. Physiology also breaks down the parts of organisms including humans and studies how the functions of these parts relate to the other parts of the system. In other words, the internal workings of organisms and how they interact and affect each other is what physiology is mostly about.
In the broader sense, the study of physiology includes important concepts like the circulatory system, digestive system, excretory system, endocrine system, immune system, integumentary system, musculoskeletal system, nervous system, renal system, reproductive system and respiratory system. All these system interact with each other and it is believed are controlled by the brain. This is where psychology and mental health come into play.
Mental Health
Mental health refers to the behavioral, cognitive and emotional wellbeing of living organisms, (Legg, 2017). In this respect, mental health deals with how humans think, behave, feel and their ability to enjoy life. Example of common issues relating to mental health are anxiety, fear, depression etc. According to the World Health Organization, mental health is the state of wellbeing in which a person has the ability to cope with the normal ...
This document discusses emotion regulation from different perspectives. It provides an overview of emotion regulation and its importance in mental health, relationships, and work performance. It then describes two main perspectives on emotion regulation: the neurobiological perspective which views emotions as having distinct brain circuits and considers regulation as separate processes that can prevent or stop emotions, and the cognitive perspective which sees emotions as responses to appraisals that occur through a sequence of cognitive processes and views regulation as possible during any part of the appraisal sequence. The conclusion reiterates that emotion regulation is an important topic in psychology but that integrating findings across perspectives and approaches can be difficult due to the diversity in the field.
Provide a 1-page description of a stressful event currently occurr.docxamrit47
Provide a 1-page description of a stressful event currently occurring in your life. Then, referring to information you learned throughout this course, address the following:
· What physiological changes occur in the brain due to the stress response?
· What emotional and cognitive effects might occur due to this stressful situation?
· Would the above changes (physiological, cognitive, or emotional) be any different if the same stress were being experienced by a person of the opposite sex or someone much older or younger than you?
· If the situation continues, how might your physical health be affected?
· What three behavioral strategies would you implement to reduce the effects of this stressor? Describe each strategy. Explain how each behavior could cause changes in brain physiology (e.g., exercise can raise serotonin levels).
· If you were encouraging an adult client to make the above changes, what ethical considerations would you have to keep in mind? How would you address those ethical considerations?
In addition to citing the online course and the text, you are also required to cite a minimum of two scholarly sources. Please see the Academic Resources section under Course Home to use the Argosy University online library to find appropriate scholarly sources. For reputable web sources, look for .gov or .edu sites as opposed to .com sites. Please do not use Wikipedia.
Your paper should be double-spaced, in 12-point Times New Roman font, and with normal 1-inch margins; written in APA style; and free of typographical and grammatical errors. It should include a title page with a running head, an abstract, and a reference page. The body of the paper should be at least 6 pages in length
Stress hormones increase blood pressure and have various other effects on the body that might not be adaptive over long periods.
Selye proposed the concept of the general adaptation syndrome to account for the effect of stress on the body
Currently, there are two primary systems for the classification of psychological disorders—The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) (American Psychiatric Association, 2013), and The International Statistical Classification of Diseases and Related Health Problems (ICD) (World Health Organization, 1992).
Major depressive disorder is characterized by a lowering of mood, energy, and activity that results in significant distress or impairment in life. There is much research focusing on imbalances in the monoamine neurotransmitters (dopamine, norepinephrine, and serotonin) in people suffering from depressive disorders
In the brain, the amygdala and the anterior cingulate cortex show structural and functional abnormalities in people with depression.
Bipolar disorder is characterized by an extremely elevated mood with increases in activity and energy (manic phase) followed by an equally low mood with decreases in activity and energy (depressive phase), resulting in significant distress or imp ...
Yoga and meditation have shown benefits in treating PTSD symptoms based on several studies. A pilot study found that patients assigned to yoga had greater decreases in PTSD symptoms of intrusions and hyperarousal than those assigned to dialectical behavior therapy. Yoga is thought to help by teaching patients to focus on bodily sensations and moderate arousal levels. The Veterans Administration has also implemented PTSD treatment programs utilizing yoga, meditation, and other mind-body practices.
Cortisol and oxytocin are hormones that impact human behavior. Cortisol is released during stress and helps regulate the body's stress response. Short-term stress and cortisol release is normal, but chronic stress can weaken the hippocampus and frontal lobe over time. Oxytocin is involved in bonding and trust. Studies found oxytocin levels increased in newly formed couples and predicted relationship success later. Oxytocin also improved couple communication and lowered stress when administered. It plays an important role in social bonding for many species.
This document summarizes research on the physiology and neurobiology of stress and adaptation, with a focus on the central role of the brain. Key points include:
1) The brain determines what is threatening or stressful and controls physiological and behavioral responses. Beyond fight-or-flight, chronic stress can lead to "wear and tear" (allostatic load) on the body and brain.
2) Early life experiences and genetic factors influence lifelong patterns of stress responsiveness and the rate of brain and body aging.
3) Areas of the brain like the hippocampus, amygdala, and prefrontal cortex undergo structural remodeling in response to stress, altering behavior and physiology.
4) Social and behavioral interventions
How Pornography Affects Developing Brains - Dr. Jennifer Brownucap4utah
Dr. Jennifer Brown has done extensive research on the effects of pornography on children's developing brains. This PowerPoint presentation details some of the main points of her study. Dr. Brown presented this information to the Prevent Child Abuse Utah Joining Forces Conference in October 2014. This research was also instrumental in passing S.B. 227 in Utah to allow a judge to reduce or restrict custody if a parent has intentionally exposed their child to pornography.
The study investigated the effects of depression and stress on cognitive functioning by examining brain scans and cognitive tests of participants. It hypothesized that individuals suffering from depression would be more likely to have impaired cognitive function due to stress caused by the disease. Participants completed a depression inventory and were split into dysphoric and nondysphoric groups. They then memorized words and took a cognitive test while their brain activity was analyzed via MRI scans. The study aimed to see if stress levels, cognitive performance, and hippocampal volume correlated between depressed and healthy participants.
The document provides a critical analysis of claims made in a 2012 study by Lozano et al regarding the rationale for selecting the subcallosal cingulate gyrus as a target for deep brain stimulation to treat treatment-resistant depression. The analysis finds that the evidence cited by Lozano et al. to support the involvement of the subcallosal cingulate gyrus in processing acute sadness is insufficient. Several of the cited studies do not specifically implicate this brain region or have limitations such as small sample sizes that weaken their conclusions. The analysis concludes the evidence presented is not adequate to definitively support targeting the subcallosal cingulate gyrus with deep brain stimulation.
This document provides an overview of post-traumatic stress disorder (PTSD) and acute stress disorder from a neurobiological perspective. It defines the two conditions and discusses how stress affects brain regions like the amygdala, hippocampus, and prefrontal cortex. Chronic stress can cause the hippocampus to decrease in size. Current treatments include cognitive behavioral therapy, SSRIs, and exploring new options like virtual reality exposure therapy, MDMA-assisted therapy, and transcranial magnetic stimulation.
This study investigated how anxiety affects the interference of emotional stimuli on goal-directed behavior. Participants completed a visual search task where they identified targets primed by emotional or neutral faces. Response times were measured. Results showed that emotional faces interfered with task performance for all participants by slowing response times. Higher anxiety participants were slower overall compared to lower anxiety participants. Surprisingly, neutral face primes were processed similarly to negative primes rather than as a true control, also slowing response times. The effect of emotional interference on goal-directed behavior was found to be complex and potentially dependent on the type of emotional stimulus used.
The document discusses the relationship between stress and learning. It states that stress can negatively impact memory formation by altering brain regions like the limbic system and hippocampus. The amygdala also plays a role in modulating memory under stressful conditions. Sleep deprivation is another stressor that can impact neurotransmitter receptors and learning by affecting areas of the brain involved in memory formation. The conclusion recommends that educators promote a stress-free learning environment to help students achieve higher.
SPT 208 Final Project Guidelines and Rubric Overview .docxsusanschei
SPT 208 Final Project Guidelines and Rubric
Overview
Marketing and advertising are often used interchangeably, yet throughout this course you have learned that marketing is a much larger concept that requires a
strong understanding of consumer behavior, products and services, and often the greater economic environment. Marketing is applicable to every industry and
discipline in one way or another, but within the sport industry we have the chance to see the application of marketing concepts as if under a spotlight due to the
industry’s global reach and importance to society.
Your final project is the creation of an Opportunity and Consumer Analysis. You will select a sport team, individual, facility, or organization as the focus of your
consumer and opportunity analysis. When selecting your area of focus, think about your interests and career aspirations. As you progress through the course,
you will have the opportunity to practice the skills required for this project in several milestone activities. Your final deliverable will include a strengths,
weaknesses, opportunities, and threats (SWOT) analysis of your selected focus; a consumer analysis; an analysis of successful marketing and media strategies;
and a brief 1-, 3-, and 5-year plan that allows you to explain your intended use of a proven marketing strategy and various media opportunities. Please note that
your Opportunity and Consumer Analysis will be an eligible artifact to include in your program portfolio, as it will highlight your ability to recognize consumer
characteristics and opportunities for brand improvement.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three and Five. The final Opportunity and Consumer Analysis will be submitted in Module Seven.
This assessment addresses the following course outcomes:
• Analyze consumer behaviors for the influence of political, cultural, and social events on consumer motivation at the local, national, or international
levels within the sport industry
• Illustrate the application of key marketing strategies in successful sport-specific marketing campaigns
• Identify proven marketing strategies that can be successfully applied to specific sport marketing scenarios to attract consumers
• Compare media opportunities for successfully communicating and marketing towards specific consumers within the sport industry
Prompt
Develop a comprehensive Opportunity and Consumer Analysis. Select a sport team, individual, facility, or organization and provide a thorough analysis of the
existing marketing strategies and consumers, and determine an opportunity for greater consumer reach. Outline a brief 1-, 3-, and 5-year plan for the marketing
opportunity.
Specifically, the following critical elements must be addressed:
I. Marketing Foc.
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This document provides an overview of stress and its effects on health from a holistic perspective. It discusses how stress affects individuals biologically, psychologically, and socially. Chronic stress can contribute to conditions like depression, heart disease, and autoimmune disorders by increasing cortisol levels and inflammation over long periods. The document also examines ways of managing stress, including mindfulness-based approaches, exercise, and pharmacology (though drugs like benzodiazepines should be used cautiously).
Personality and the brain; Can brain damage change personality?Ivona Vukotic
Brain damage can change personality in several ways:
1) Studies have found links between certain personality disorders like antisocial personality disorder and abnormalities in areas of the brain like the prefrontal cortex and amygdala.
2) Brain imaging research on criminals with antisocial personality disorder has revealed structural and functional damage in regions involved in decision making, emotions, and social behavior.
3) Brain damage may contribute to personality changes by impairing functions like impulse control, empathy, and the ability to learn from punishment or fear. However, the relationship between brain abnormalities and personality is complex with many open questions.
Brain Injury Enhances Fear Learning And Excitatory ProcessesKaren Gilchrist
Here are the key points I gathered from the case study:
- The patient is a 50-year-old female who underwent corrective surgery and had surgical incisions that required wound care.
- A study was cited that examined the effects of applying FGF2 (fibroblast growth factor 2) to surgical incisions to promote wound healing.
- In this case, the patient's incisions were treated with daily applications of FGF2 until the sutures were removed, starting from post-op day one.
- The wounds healed well with FGF2 treatment and required less frequent dressing changes than the control group who received standard wound care.
- FGF2 application accelerated wound healing in this patient as evidenced by
Teachers have a major influence on shaping students' brains through their choices and teaching methods. Learning new skills and receiving positive feedback can physically alter brain cells by adding dendritic spines and changing how cells connect. Activities like exercise and hands-on learning that increase blood flow and circulation have been shown to improve cognition. Stress and distress from factors like boredom or isolation can negatively impact neurons and inhibit growth. Teachers can help regulate students' stress, social status and neurotransmitter levels to optimize learning and well-being. The new understanding is that teaching can make lasting, positive changes in students' brains when educators are informed about brain-shaping factors.
- The document traces the history of research into neurotransmitters in the brain from the 1930s to the 1960s, when key neurotransmitters like serotonin and GABA were discovered. By the 1960s, the theory of chemical transmission in the brain was widely accepted.
- However, the theory that chemical imbalances in the brain cause psychiatric disorders like depression has not been proven. While correlations have been found, causation has not been established. Drug company marketing often presents chemical imbalances as the cause of disorders despite limited evidence.
- Further research has found that factors like genetics and environment likely play a larger role than chemical levels alone in causing mental health conditions. The theory of a simple chemical imbalance remains an unsubstantiated
This document summarizes research on how antidepressants reverse the effects of depression in the hippocampus. It finds that depression causes changes in specific regions of the hippocampus like the dentate gyrus and CA1/CA3 regions. These changes include decreased volume, lower concentrations of proteins like BDNF, decreased dendritic spine density, and altered synaptic impulse speeds. Antidepressants target these deficiencies by increasing hippocampal volume, protein concentrations, dendritic spine density, and synaptic impulse speeds through neuroplasticity. However, one antidepressant may not be enough, so a new technique called polypharmacy uses two antidepressants to more precisely target the various causes of depression.
The document discusses two hormones - oxytocin and cortisol - and their impact on human behavior. It summarizes several studies that show oxytocin is involved in building bonds and relationships, and higher levels correlate with stronger and longer-lasting couples. Cortisol is a stress hormone, and high levels over long periods can negatively impact memory by reducing the volume of the hippocampus. Prolonged stress from conditions like PTSD is also associated with a smaller hippocampus and memory impairment.
174 Journal of EMDR Practice and Research, Volume 9, Number 4,.docxaulasnilda
This document summarizes a case study that examined the effects of EMDR therapy on the neurocognitive and physiological outcomes of an 18-year-old female diagnosed with PTSD and major depressive disorder due to childhood sexual abuse. Pre- and post-treatment assessments found improvements in attention, memory, information processing speed, and working memory, as well as decreases in heart rate, depression, dissociation, and PTSD symptoms. At a 1-year follow-up, treatment gains were maintained, suggesting EMDR therapy ameliorated PTSD symptoms and improved neurocognitive functioning.
Biology and Good Mental HealthCritical thinking paper saundersabelard
Biology and Good Mental Health
Critical thinking paper
March 11, 2020
Introduction
The relationship that exists between biology and mental health is a complex one. Over the years, there has been considerable debate among scholars, researchers and scientists as to the effect’s biology has on mental health. While some believe biology plays a major role in the mental health of human; others on the other hand believe the effect of biology if any, on mental health is minimal. According to Eric Kandel, a Noble Prize winner and a professor at the Brain Science Department at the Columbia University says mental processes are also brain processes and therefore, all mental disorders functioning such as depression and anxiety are biological diseases, (Weir,2012). This claim is gradually gaining popularity in recent time due to the increase in sophisticated research. The purpose of this paper is to determine if biology has meaningful impact on human mental health and biotechnology.
Biology
In its simplest definition, Biology is the science of life. According to (Bagley, 2017), Biology is derived from two Greek words; “bios”, which means life and “logos”, which means study. Putting these two words together therefore means the study of life. It is not surprising that biologist over the years have spent quality time studying structure, growth, function, origin, evolution and distribution of living organisms including human. There are several branches of Biology including Biochemistry, Botany, Cellular Biology, Ecology, Evolutionary Biology Genetics, Molecular Biology and Zoology. One of these branches that closely relates to the theme of this paper is physiology, which deals with the study of the functions of organisms and their parts. Physiology also breaks down the parts of organisms including humans and studies how the functions of these parts relate to the other parts of the system. In other words, the internal workings of organisms and how they interact and affect each other is what physiology is mostly about.
In the broader sense, the study of physiology includes important concepts like the circulatory system, digestive system, excretory system, endocrine system, immune system, integumentary system, musculoskeletal system, nervous system, renal system, reproductive system and respiratory system. All these system interact with each other and it is believed are controlled by the brain. This is where psychology and mental health come into play.
Mental Health
Mental health refers to the behavioral, cognitive and emotional wellbeing of living organisms, (Legg, 2017). In this respect, mental health deals with how humans think, behave, feel and their ability to enjoy life. Example of common issues relating to mental health are anxiety, fear, depression etc. According to the World Health Organization, mental health is the state of wellbeing in which a person has the ability to cope with the normal ...
This document discusses emotion regulation from different perspectives. It provides an overview of emotion regulation and its importance in mental health, relationships, and work performance. It then describes two main perspectives on emotion regulation: the neurobiological perspective which views emotions as having distinct brain circuits and considers regulation as separate processes that can prevent or stop emotions, and the cognitive perspective which sees emotions as responses to appraisals that occur through a sequence of cognitive processes and views regulation as possible during any part of the appraisal sequence. The conclusion reiterates that emotion regulation is an important topic in psychology but that integrating findings across perspectives and approaches can be difficult due to the diversity in the field.
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Provide a 1-page description of a stressful event currently occurring in your life. Then, referring to information you learned throughout this course, address the following:
· What physiological changes occur in the brain due to the stress response?
· What emotional and cognitive effects might occur due to this stressful situation?
· Would the above changes (physiological, cognitive, or emotional) be any different if the same stress were being experienced by a person of the opposite sex or someone much older or younger than you?
· If the situation continues, how might your physical health be affected?
· What three behavioral strategies would you implement to reduce the effects of this stressor? Describe each strategy. Explain how each behavior could cause changes in brain physiology (e.g., exercise can raise serotonin levels).
· If you were encouraging an adult client to make the above changes, what ethical considerations would you have to keep in mind? How would you address those ethical considerations?
In addition to citing the online course and the text, you are also required to cite a minimum of two scholarly sources. Please see the Academic Resources section under Course Home to use the Argosy University online library to find appropriate scholarly sources. For reputable web sources, look for .gov or .edu sites as opposed to .com sites. Please do not use Wikipedia.
Your paper should be double-spaced, in 12-point Times New Roman font, and with normal 1-inch margins; written in APA style; and free of typographical and grammatical errors. It should include a title page with a running head, an abstract, and a reference page. The body of the paper should be at least 6 pages in length
Stress hormones increase blood pressure and have various other effects on the body that might not be adaptive over long periods.
Selye proposed the concept of the general adaptation syndrome to account for the effect of stress on the body
Currently, there are two primary systems for the classification of psychological disorders—The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) (American Psychiatric Association, 2013), and The International Statistical Classification of Diseases and Related Health Problems (ICD) (World Health Organization, 1992).
Major depressive disorder is characterized by a lowering of mood, energy, and activity that results in significant distress or impairment in life. There is much research focusing on imbalances in the monoamine neurotransmitters (dopamine, norepinephrine, and serotonin) in people suffering from depressive disorders
In the brain, the amygdala and the anterior cingulate cortex show structural and functional abnormalities in people with depression.
Bipolar disorder is characterized by an extremely elevated mood with increases in activity and energy (manic phase) followed by an equally low mood with decreases in activity and energy (depressive phase), resulting in significant distress or imp ...
Yoga and meditation have shown benefits in treating PTSD symptoms based on several studies. A pilot study found that patients assigned to yoga had greater decreases in PTSD symptoms of intrusions and hyperarousal than those assigned to dialectical behavior therapy. Yoga is thought to help by teaching patients to focus on bodily sensations and moderate arousal levels. The Veterans Administration has also implemented PTSD treatment programs utilizing yoga, meditation, and other mind-body practices.
Cortisol and oxytocin are hormones that impact human behavior. Cortisol is released during stress and helps regulate the body's stress response. Short-term stress and cortisol release is normal, but chronic stress can weaken the hippocampus and frontal lobe over time. Oxytocin is involved in bonding and trust. Studies found oxytocin levels increased in newly formed couples and predicted relationship success later. Oxytocin also improved couple communication and lowered stress when administered. It plays an important role in social bonding for many species.
This document summarizes research on the physiology and neurobiology of stress and adaptation, with a focus on the central role of the brain. Key points include:
1) The brain determines what is threatening or stressful and controls physiological and behavioral responses. Beyond fight-or-flight, chronic stress can lead to "wear and tear" (allostatic load) on the body and brain.
2) Early life experiences and genetic factors influence lifelong patterns of stress responsiveness and the rate of brain and body aging.
3) Areas of the brain like the hippocampus, amygdala, and prefrontal cortex undergo structural remodeling in response to stress, altering behavior and physiology.
4) Social and behavioral interventions
How Pornography Affects Developing Brains - Dr. Jennifer Brownucap4utah
Dr. Jennifer Brown has done extensive research on the effects of pornography on children's developing brains. This PowerPoint presentation details some of the main points of her study. Dr. Brown presented this information to the Prevent Child Abuse Utah Joining Forces Conference in October 2014. This research was also instrumental in passing S.B. 227 in Utah to allow a judge to reduce or restrict custody if a parent has intentionally exposed their child to pornography.
The study investigated the effects of depression and stress on cognitive functioning by examining brain scans and cognitive tests of participants. It hypothesized that individuals suffering from depression would be more likely to have impaired cognitive function due to stress caused by the disease. Participants completed a depression inventory and were split into dysphoric and nondysphoric groups. They then memorized words and took a cognitive test while their brain activity was analyzed via MRI scans. The study aimed to see if stress levels, cognitive performance, and hippocampal volume correlated between depressed and healthy participants.
The document provides a critical analysis of claims made in a 2012 study by Lozano et al regarding the rationale for selecting the subcallosal cingulate gyrus as a target for deep brain stimulation to treat treatment-resistant depression. The analysis finds that the evidence cited by Lozano et al. to support the involvement of the subcallosal cingulate gyrus in processing acute sadness is insufficient. Several of the cited studies do not specifically implicate this brain region or have limitations such as small sample sizes that weaken their conclusions. The analysis concludes the evidence presented is not adequate to definitively support targeting the subcallosal cingulate gyrus with deep brain stimulation.
This document provides an overview of post-traumatic stress disorder (PTSD) and acute stress disorder from a neurobiological perspective. It defines the two conditions and discusses how stress affects brain regions like the amygdala, hippocampus, and prefrontal cortex. Chronic stress can cause the hippocampus to decrease in size. Current treatments include cognitive behavioral therapy, SSRIs, and exploring new options like virtual reality exposure therapy, MDMA-assisted therapy, and transcranial magnetic stimulation.
This study investigated how anxiety affects the interference of emotional stimuli on goal-directed behavior. Participants completed a visual search task where they identified targets primed by emotional or neutral faces. Response times were measured. Results showed that emotional faces interfered with task performance for all participants by slowing response times. Higher anxiety participants were slower overall compared to lower anxiety participants. Surprisingly, neutral face primes were processed similarly to negative primes rather than as a true control, also slowing response times. The effect of emotional interference on goal-directed behavior was found to be complex and potentially dependent on the type of emotional stimulus used.
The document discusses the relationship between stress and learning. It states that stress can negatively impact memory formation by altering brain regions like the limbic system and hippocampus. The amygdala also plays a role in modulating memory under stressful conditions. Sleep deprivation is another stressor that can impact neurotransmitter receptors and learning by affecting areas of the brain involved in memory formation. The conclusion recommends that educators promote a stress-free learning environment to help students achieve higher.
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SPT 208 Final Project Guidelines and Rubric Overview .docxsusanschei
SPT 208 Final Project Guidelines and Rubric
Overview
Marketing and advertising are often used interchangeably, yet throughout this course you have learned that marketing is a much larger concept that requires a
strong understanding of consumer behavior, products and services, and often the greater economic environment. Marketing is applicable to every industry and
discipline in one way or another, but within the sport industry we have the chance to see the application of marketing concepts as if under a spotlight due to the
industry’s global reach and importance to society.
Your final project is the creation of an Opportunity and Consumer Analysis. You will select a sport team, individual, facility, or organization as the focus of your
consumer and opportunity analysis. When selecting your area of focus, think about your interests and career aspirations. As you progress through the course,
you will have the opportunity to practice the skills required for this project in several milestone activities. Your final deliverable will include a strengths,
weaknesses, opportunities, and threats (SWOT) analysis of your selected focus; a consumer analysis; an analysis of successful marketing and media strategies;
and a brief 1-, 3-, and 5-year plan that allows you to explain your intended use of a proven marketing strategy and various media opportunities. Please note that
your Opportunity and Consumer Analysis will be an eligible artifact to include in your program portfolio, as it will highlight your ability to recognize consumer
characteristics and opportunities for brand improvement.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three and Five. The final Opportunity and Consumer Analysis will be submitted in Module Seven.
This assessment addresses the following course outcomes:
• Analyze consumer behaviors for the influence of political, cultural, and social events on consumer motivation at the local, national, or international
levels within the sport industry
• Illustrate the application of key marketing strategies in successful sport-specific marketing campaigns
• Identify proven marketing strategies that can be successfully applied to specific sport marketing scenarios to attract consumers
• Compare media opportunities for successfully communicating and marketing towards specific consumers within the sport industry
Prompt
Develop a comprehensive Opportunity and Consumer Analysis. Select a sport team, individual, facility, or organization and provide a thorough analysis of the
existing marketing strategies and consumers, and determine an opportunity for greater consumer reach. Outline a brief 1-, 3-, and 5-year plan for the marketing
opportunity.
Specifically, the following critical elements must be addressed:
I. Marketing Foc.
Ssalinas_ThreeMountainsRegionalHospitalCodeofEthics73119.docx
Running head: CODE OF ETHICS 1
CODE OF ETHICS 4
Three Mountains Regional Hospital Code of Ethics
Sharlene Salinas
Professor Bradshaw
HSA4210
July 31, 2019
Three Mountains Regional Hospital Code of Ethics
Progressive developments in science and technology in the 20th century contributed to advances in healthcare and medicine that have helped many lives. Healthcare professionals are confronted with ethical dilemmas and moral questions as the context in which healthcare is provided keeps on changing. Healthcare specialists are required to be dedicated to excellence within their professional practice of promoting community, organizational, family, and individual health. Healthcare code of ethics provides a platform for shared professional values (Wocial & Tarzian, 2015). It is the responsibility of healthcare specialists to reach the best possible standards of conduct and to encourage these ethical practices to those with whom they work together. Healthcare professionals are facing challenges as the context in which healthcare is provided keeps on changing.
The Three Mountains Regional Hospital code of ethics will clarify the roles and responsibilities within the healthcare profession. The code of ethics will also guide the healthcare professionals on addressing common ethical questions. With 15,000 admissions annually, the Three Mountains Regional Hospital requires a code of ethics that will guide the healthcare professionals in the hospital in dealing with such a capacity. Healthcare professionals from the hospital will be defined by their purpose but not their job description (Turner & Epstein, 2015). The proposed code of ethics will inform individual decision-making when faced with ethical situations within a given relationship or role at the Three Mountains Regional Hospital.
Ethics are an essential part of healthcare, and they should provide value in practical situations. The proposed code of ethics will provide a structure and shape to the Three Mountains Regional Hospital’s environment and summarize the healthcare organization’s ethical position. The code of ethics will describe the ethical attitude shared by healthcare workers at Three Mountains Regional Hospital, and it will be valuable and influential on the success of the healthcare organization. The mission of the code of ethics is to guide the hospital is leading the way to a healthier community through the provision of quality care.
Code of Ethics
· Uphold the policies of the Three Mountains Regional Hospital (Merry & Walton, 2017).
· Protect the intellectual, physical, and electronic property of the hospital (Hoppe & Lenk, 2016).
· Promote a healthy, secure, and safe working environment (Merry & Walton, 2017).
· Act responsibly and honestly by avoiding perceived or actual conflicts of interest (Merry & Walton, 2017).
· Protect and respect the privacy and confidentiality of all individuals and informat.
Spring 2020Professor Tim SmithE mail [email protected]Teach.docxsusanschei
Spring 2020
Professor: Tim Smith E mail: [email protected]
Teaching Assistant: Ray Kim E mail [email protected]
Office hours: PLF South 113 TBA
EVOLUTION OF ROCK
MCY 127
Course Description:
This general education course is a study of the birth and evolution of the music form of Rock and Roll. It is a study of both the historical and musical elements of rock with a focus on the performers and the songs in the genre. Some of the objectives for this course include:
Increasing awareness of the wide range of musical styles that “add up” to form rock
Provide insight on the cultural evolution of rock and how it applies to society
Study how technological advances have influenced both the performers and composers in rock
Prerequsites:
None
Required text:
None
Required listening: Spotify playlist MCY127TS
Course Requirements and Grading:
Test 1 20%
Midterm exam 25%
Test 3 20%
Final exam 25%
Essay on live musical performance 10%
Essay assignment will consist of attending a live musical performance at the Frost School of Music (or approved off campus performance). At the conclusion of the performance, you will obtain signatures of two or more participants. You will compose an essay that will summarize the performance (ensemble, repertoire, etc.). You will compare and/or contrast the performance with details we have studied in class. The essay should be two to three pages long, computer printed, double spaced, and stapled. It will be due on Thursday, November 19.
Conduct and rules:
Rock and roll is a joyous art form. I intend for the class to be a fun and learning environment. I hope to engage you as adults, not as adolescents. However, inappropriate language or behavior to one another will not be tolerated, and will result in the student facing disciplinary action and potential removal from the class. You are adults. I am not your baby-sitter. If you fail to attend class regularly, you will find it much more difficult to excel in the course. SHOW UP AND PAY ATTENTION! It will make your life easier in the long run. Plagiarism on your essay will not be acceptable, and will result in the loss of 10% of your final grade. Cheating is rampant. While I will make every effort to curb the options students might have to copy one another on tests, I can’t stop it completely. I will have assistance from the Honor Council on test days, and cheating will result in a zero on that test. None of you can afford this. I truly believe that if you will engage the material, come to the lectures, and actively listen to the required listening material, you will not find a need to cheat.
If you are feeling overwhelmed by any of the material, please make an appointment to meet with me during office hours.
Lectures and listening:
Each class will consist of a lecture and a period of listening to music appropriate to that lecture. The music played in class will be made available to you through Blackboard in addition. You will be responsible for the material presented.
Spring 2020 – Business Continuity & Disaster R.docxsusanschei
Spring 2020 – Business Continuity & Disaster Recovery Planning (ISOL-632-50)
Incident Management
S no
Disaster Type
Plans & Precautions
Initial Action
Stabilization Strategy
1
Thunderstorm
2
Floods
3
Tornadoes
4
Severe weather such as blizzard
5
Hurricanes
6
Explosion such as bomb threats
.
Sports Business Landscape Graphic OrganizerContent.docxsusanschei
This document outlines key aspects of careers in the sports business industry including content providers, distribution channels, goods and service providers, common job titles, typical training and education requirements, standard job roles and responsibilities, average salary outlooks, current job availability in various locations, and overall job outlooks along with potential pros and cons of different positions.
Spring 2020Carlow University Department of Psychology & Co.docxsusanschei
Spring 2020
Carlow University
Department of Psychology & Counseling
Professional Counseling Program
LGBT Lives Cultures & Theories
PRC-742-G1, PY-235-DA, WS-237-DA
3 Credits; No Prerequisites
Course Syllabus- Spring 2020
Wednesday’s 6:00pm-8:30pm
Instructor: Michelle Colarusso, Ph.D., LPC, NCC Office: TBD
Cell phone: 724-396-9769 E-mail: [email protected]
Office hours: By appointment only Location: Antonian Hall 403
Carlow's Mission Statement
The mission of Carlow University, a Catholic liberal arts university, is to involve persons, primarily women, in a process of self-directed, lifelong learning which will free them to think clearly and creatively, to discover and to challenge or affirm cultural and aesthetic values, to respond reverently and sensitively to God and others, and to render competent and compassionate service in personal and professional life.
Course Description
This course will address issues related to counseling gay, lesbian, bisexual and transgender clients. These include issues of sexual identity development, coming out, homophobia and heterosexism, family and relationship issues, multicultural issues, youth, aging, spirituality, HIV/AIDS, and substance abuse as well as ethical and professional issues in working with gay, lesbian, bisexual and transgender clients through affirmative counseling/therapy.
Learning Outcomes and Assessment
What students will learn
How students will learn it
How students will demonstrate learning
Impact dominant culture has on LGBT individuals
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Multifaceted issues facing specific LGBT populations
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Familiarize themselves with theories of identity development
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Affirmative counseling/therapy and their knowledge and skill in providing it.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Variety of counseling issues that have particular relevance to LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Access to local and national resources available to assist in work with LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Course Requirements and Resources
Methods of Involvement & Examination
Methods of Instruction
Classes will consist of didactic and experiential elements, including lectures, large and small group discussions, modeling, structured role-plays and simulations, live or video demonstrations, and student presentations in class and on CelticOnline/Schoolology. Primary methods include lecture/discussion, readings, and a variety of experiential exercises. Students will immurse themselves into the LGBTQ Cul.
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMESSpotlight ARTWORK.docxsusanschei
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
Spotlight ARTWORK Tara DonovanUntitled, 2008, polyester film
HBR.ORG
What Is
the Theory
f ̂ Fiof
y
Firm?
Focus less on competitive advantage and more on growth
that creates value, by Todd Zenger
f asked to define strategy, most execu-
tives would probably come up with
something like this: Strategy involves
discovering and targeting attractive
markets and then crafting positions that
deliver sustained competitive advan-
tage in them. Companies achieve these
positions by configuring and arranging
resources and activities to provide either
unique value to customers or common
value at a uniquely low cost. This view of strategy as
position remains central in business school curricula
around the globe: Valuable positions, protected from
imitation and appropriation, provide sustained profit
streams.
Unfortunately, investors don't reward senior
managers for simply occupying and defending po-
sitions. Equity markets are full of companies with
powerful positions and sluggish stock prices. The
retail giant Walmart is a case in point. Few people
would dispute that it remains a remarkable firm. Its
early focus on building a regionally dense network
of stores in small towns delivered a strong positional
advantage. Complementary choices regarding ad-
vertising, pricing, and information technology all
continue to support its low-cost and flexibly mer-
chandised stores.
Despite this strong position and a successful stra-
tegic rollout, Walmart's equity price has seen little
growth for most of the past 12 or 13 years. That's be-
cause the ongoing rollout was anticipated long ago,
and investors seek evidence of newly discovered
value—value of compounding magnitude. Merely
sustaining prior financial returns, even if they are
outstanding, does not significantly increase share
price; tomorrow's positive surprises must be worth
more than yesterday's.
Not surprisingly, I consistently advise MBA stu-
dents that if they're confronted with a choice be-
tween leading a poorly run company and leading a
well-run one, they should choose the former. Imag-
ine assuming the reins of GE from Jack Welch in Sep-
tember 2001 with shareholders' having enjoyed a 40-
fold increase in value over the prior two decades. The
expectations baked into the share price of a company
like that are daunting, to say the least.
To make matters worse, attempts to grow often
undermine a company's current market position.
As Michael Porter, the leading proponent of strat-
egy as positioning, has argued, "Efforts to grow blur
June 2013 Harvard Business Review 73
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
uniqueness, create compromises, reduce fit, and
ultimately undermine competitive advantage. In
fact, the growth imperative is hazardous to strategy."
Quite simply, the logic of this perspective not only
provides little guidance about how to sustain value
creation but also discourages growth that might in
einy way move a compeiny away from i.
Sport Ticket sales staff trainingChapter 4Sales .docxsusanschei
Sport Ticket sales staff training
Chapter 4
Sales Staff
Developed not born
Skill set of a seller
Different to skill set of a manager
Sales process
Develop lifelong relationship with purchaser
Best source of increasing business
Upselling
Referrals
Sales Department
Recruit
Train
Develop
Motivate
Retain
Recommendations
Balance in house and outsourced
Communication between sales manager and sales staff
Success celebrations
Gather feedback from sales staff
Recruiting/Hiring
Personality, creativity (intangibles)
Fit with organization
Dress for success (opportunity taken seriously)
Positive attitude
Welcoming personality
Poised/confident (not over confident)
Initiative (carry conversation)
Energy, enthusiasm, commitment
Sales positions
10-20 inside sales staff
Supervisor to staff ratio 1:8
Annual training
New employee training (1 week to 1 month)
Ideal structure
8-16 Part-time
2 ½ months than ready to replace nonperforming FT
6-8 full time season ticket dedicated
3-6 full time group sales dedicated
Self-training
One book per month, mentor, seminars, practice
Sales Culture
Desired outcomes
Effectiveness
Productivity
Stability
Long term growth
Created by the sales manager (leadership)
Orlando Magic three A’s
Action
Visible displays
Find needs, wants, desires of employees
Reward accomplishments
Attitude
Believe in sales staff
Atmosphere
Visible signs of success
gong
Retaining/Motivating
Database management
Lead distribution
Reporting
Evaluation
Satisfy need of employees first
Better able to meet customer needs
Achieve organizational goals
Four types of sales employees
Competitor
Rivalries, win contests
It’s All About me
Recognized as best
Achiever Team Builder
Recognition of achievements, group success
Empathetic Seller
Cultivate relationships, not volume producers
Sales Career
Exploration
Establishment
Maintenance
Disengagement
Employee rate feeling appreciated and informed as top want
Sport Consumer Incentivization
Chapter 3
Incentives
Depend on consumption motives
Items of perceived value that add to offer
Overcome indifference or resistance
Later stage of buying/communication process
Price based incentives
Discounting core product damaging
Contingency based
Consumer action (provide info, prior purchase, etc) prior to price reduction
Attract infrequent customers
8% increase in attendance (top 10, 2004)
“cherry pickers” – only attend with promotion
MLB
14% increase, 2% watering down effect, more is better, weekdays (vs. high attendance – max total entertainment value)
Incentives continued
Rule changes, star players (consumption incentive)
Place based incentives
26 fundamental motives for sport consumption
Primary motives
Achievement
Ordinary runners (sense of accomplishment)
Perfect attendance
Vicarious achievement (enhance self esteem through success of athlete)
Sponsors – increased sales volume, exposure
Craft
Developing or observing physical skill
Winning record – highest predictor of attendance/s.
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, gl.docxsusanschei
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, glass plates, phenolic sheets, polyurethane resin; modules 100 x 100 x 8 cm
Installation view at Lehmann Maupin Gallery, New York
Why We Love
to Hate HR
...and What HR
Can Do About It
by Peter Cappelli
SPOTLIGHT ON RETHINKING HUMAN RESOURCES
Peter Cappelli is a
professor of management
at the Wharton School and
the author of several books,
including Will College
Pay Off? A Guide to the
Most Important Financial
Decision You’ll Ever Make
(PublicAffairs, 2015).
HBR.ORG
July–August 2015 Harvard Business Review 55
These feelings aren’t new. They’ve erupted now
and in the past because we don’t like being told how
to behave—and no other group in organizational life,
not even finance, bosses us around as systematically
as HR does. We get defensive when we’re instructed
to change how we interact with people, especially
those who report to us, because that goes right to the
core of who we are. What’s more, HR makes us per-
form tasks we dislike, such as documenting problems
with employees. And it prevents us from doing what
we want, such as hiring someone we “just know” is
a good fit. Its directives affect every person in the
organization, right up to the top, every single day.
The complaints also have a cyclical quality—
they’re driven largely by the business context. Usu-
ally when companies are struggling with labor issues,
HR is seen as a valued leadership partner. When
things are going more smoothly all around, manag-
ers tend to think, “What’s HR doing for us, anyway?”
This doesn’t mean that HR is above reproach.
Quite the contrary: It has plenty of room to improve,
and this is a moment of enormous opportunity. Little
has been done in the past few decades to examine the
value of widely used practices that are central to how
companies operate. By separating the effective from
the worthless, HR leaders can secure huge payoffs for
their organizations. But it’s important to understand
HR’s tumultuous history with business leaders and
the economy before turning our attention to what the
function should be doing now and in the future.
The “Personnel” Pendulum
How top executives feel about HR pretty reliably re-
flects what’s going on in the U.S. economy. When the
economy is down and the labor market is slack, they
see HR as a nuisance. But sentiments change when
labor tightens up and HR practices become essential
to companies’ immediate success.
Think back to the Great Depression. People would
put up with nearly anything to stay employed. Line
managers complained that personnel departments
were getting in the way of better performance, which
they thought could be achieved with the “drive” sys-
tem: threatening workers and sometimes even hit-
ting them if they failed to measure up.
Similarly, business leaders didn’t put a lot of
stock in HR during the 2001 and 2008 recessions, be-
cause employees—keenly aware of how replaceable
th.
Sponsorship Works 2018 8PROJECT DETAILSSponsorship tit.docxsusanschei
Sponsorship Works 2018 8
PROJECT DETAILS
Sponsorship title:
Audi Cup
Duration of sponsorship:
2009-present
Case study entered by:
Audi AG
Sponsor’s industry sector:
Automotive
Rights-holder:
Audi AG (Ownership Platform)
Agency:
brands and emotions GmbH
– Lead Agency, Audi Cup
Other organisations involved in the
planning, activation or evaluation:
FC Bayern Munich;
Several service providers (including event
agency, TV commercialisation,
TV production, etc.).
Campaign summary
Launched in 2009, the year of Audi’s 100th anniversary,
the Audi Cup is a pre-seasonal worldwide football
tournament. Leading teams including FC Barcelona,
Real Madrid and Manchester United meet in Munich
for the biennial Audi Cup during the summer break in
football.
The event is an owned and mainly refinanced
platform by Audi with a strong international media
presence, achieving around 2.5 billion consumer
contacts across television and online media at each
tournament in around 200 countries. With cutting-edge
technologies as an integral part of its staging and
coverage, the event provides a global opportunity to
highlight Audi’s “Vorsprung durch Technik” values.
Planning
Business needs
The Audi Cup provides an ideal platform to present
a strong, resonating connection between top-level
international football and the brand’s “Vorsprung
durch Technik” positioning. Audi has been involved in
international football for over 14 years and the launch
of the Audi Cup in 2009 established a new benchmark
in proprietary sports marketing, creating a whole new
way for Audi to implement its own rights in a highly
controlled and targeted manner.
Taking a “high-tech” approach to the world of
football broadcasting and marketing, the Audi Cup
meets the clear business need for Audi to demonstrate
Audi and the Audi Cup
A u d i a n d t h e A u d i C u p
Sponsorship Works 2018 9
A u d i a n d t h e A u d i C u p
and underpin its core brand proposition as a highly
innovative, technologically advanced automotive
company.
The development and implementation of tools
including the first ever implementation of digital overlay
of led boards in live broadcasting and the first ever live
holographic press conference in sport, a dedicated
chatbot and Alexa Skill and the Audi Player Index, not
only underline Audi’s status as a “high-tech” brand but
genuinely enhance enjoyment of the tournament for
fans, building a truly relevant connection.
Sponsorship selection
Audi’s long association with football, with its focus on
high-profile, global clubs, saw the brand develop from
a classic sponsor to an owner and organiser of various
leading platforms in its own right – the Audi Cup, Audi
Summer Tour and Audi Football Summit. With these
properties and its year-round association with the
game, Audi set itself the goal of elevating its successful
sponsorships into full ownership; Audi shifted from a
host or a marque associated with the.
SPM 4723 Annotated Bibliography You second major proje.docxsusanschei
SPM 4723
Annotated Bibliography
You second major project for the course will be an annotated bibliography. Instead of writing a
paper, an annotated bibliography requires you to research a particular legal topic or question, of
your choosing, in sports and find academic and law review articles that address that topic. You
will develop a question about a legal topic in sports and find seven law review articles to
summarize. Each article summary should be 300-350 words in length and should both explain
the contents of the article and its relevance to your question or topic. The summaries should be
written in your own words. You are required to select law review articles using LexisNexis. The
format for the annotated bibliography is explained below.
Please put your topic as the title for your paper. Next, each annotation should begin with the
APA citation for the article in bold print (do not include web links), followed by a summary of
the article (300-350 words) explaining how it addresses your question. The complete annotated
bibliography should be double-spaced, 12pt Times New Roman font with one-inch margins. You
will be submitting it through Turnitin via Canvas, do not include your name, course number,
date or UFID on your annotated bibliography (similar to the case briefs). You should start each
annotation on a separate page, and please remember to begin each annotation with the APA
citation for the article as instructed above. This assignment is due on Wednesday, April 22nd.
1.Which of the following is not a key component of the conceptual framework of accounting?
Select one:
a. internal users
b. the objective of financial reporting
c. cost constraint on useful financial reporting
d. elements of the financial statements
2.The balance sheet and income statement for Joe's Fish Hut are presented below:
Joe's Fish Hut
Balance Sheet
As at December 31
2016
2015
ASSETS
Current Assets
Cash
$180,623
$60,300
Accounts receivable
$18,900
$14,200
Inventory
$23,600
$25,300
Total Current Assets
$223,123
$99,800
Property, plant & equipment
$129,000
$184,000
Less: Accumulated depreciation
$-26,900
$-21,600
TOTAL ASSETS
$325,223
$262,200
LIABILITIES AND EQUITY
Liabilities
Current Liabilities
Accounts payable
$28,000
$41,800
Current portion of bank loan
$9,500
$9,500
Total Current Liabilities
$37,500
$51,300
Non-current portion of bank loan
$71,000
$42,000
TOTAL LIABILITIES
$108,500
$93,300
Shareholders' Equity
Common shares
$80,000
$54,400
Retained earnings
$136,723
$114,500
TOTAL SHAREHOLDERS' EQUITY
$216,723
$168,900
TOTAL LIABILITIES AND EQUITY
$325,223
$262,200
Joe's Fish Hut
Income Statement
For the Year Ended December 31, 2016
Sales
$137,000
COGS
$83,200
Gross Profit
$53,800
Operating Expenses
Insurance Expense
$1,600
Rent Expense
$5,380
Salaries Expense
$5,150
Telephone Expense
$840
Interest Expense
$1,340
Depreciation Expense
$5,300
Total Operating Expenses
$19,610
Operating Profit Before .
Speech Environment and Recording Requirements• You must have a.docxsusanschei
Speech Environment and Recording Requirements
• You must have an audience of at least 5 adults 18 years or older for all speeches. The audience must be live and in person, that is, physically present. Virtual attendance is not permitted. Your video recording must show the 5 individuals sitting as ENGAGED audience members. The audience should be visible before, during, and after the speech and you should be facing your audience. The camera should be placed behind your audience.
• You are required to record and post all 3 speeches in order to earn a passing grade in this course.
• The video must be of a high enough quality that the instructor is able to see your full facial expressions and gestures. Your instructor will need to be able to hear your voice very clearly. You risk a failing grade if your instructor is not able to discern facial expressions or subtle changes of vocal intonation on the recording.
• Be sure to record your presentation from head to toe. Your instructor needs to be able to see your posture and other elements.
• Be certain to record your video in landscape (wide), not portrait (tall).
• You may not stop the recording and re-record a section of your speech. What you
submit must be a complete presentation from start to finish with NO EDITING. You could record your speech a few times and then pick the best presentation to send. Just make sure you only submit one copy of your best speech.
• You will upload your speech following the YouTube directions and proper privacy guidelines. Speech capture directions and instructions are in Module 1 of the Blackboard online classroom.
• Be certain to provide a video link to your speech that is available for your instructor and college administrators to view without requiring passwords or special permissions. Submitting a link that does not immediately provide this access results in a failing grade for your speech and could result in a failing grade for the course. You cannot use Google Hangouts or other mediated communication in place of a live audience. Your live audience must be physically present at the location you deliver your speech.
• Any attempt to circumvent live speech audience requirements perceived by your instructor as deceptive, dishonest or otherwise disingenuous results in a zero for your speech with no opportunity to make it up and may result in a failing grade in the course and referral to the appropriate FSCJ administrative official for academic dishonesty.
• The video link (URL) you provide for your speech must remain posted, active and viewable until 14 calendar days following the official scheduled end of the semester, according to the official FSCJ academic calendar. Removing your speech from the URL or link you provide automatically reverts any score you have to a zero and will result in a failing grade for the course.
• Attempts to work around presenting in front of a live audience are considered academic dishonesty.
• Posting your speech on a screen or readin.
Sped4 Interview 2.10.17 Audio.m4aJodee [000008] And we are .docxsusanschei
Sped4 Interview 2.10.17 Audio.m4a
Jodee: [00:00:08] And we are looking at the collaborative process between secondary special ed teachers and transitioning and transition specialists when transitioning students with autism spectrum disorder or other disabilities from secondary to higher. OK so the first question is is describe the condition process as you understand it from the guidelines of the secondary transition plan.
Sped4: [00:00:52] OK. So first thing is a series of assessments that are appropriate for assessing it can include you know obviously interviewing the teacher not not the teacher the student and then sometimes parents are involved in that process. Then there's other batteries of tests. Things like the couter doing AZCIS things other interests inventories and things of that nature to get that. Looking at transcripts students grades grade reports in those things and taking those all that data and that assessment information and looking at that.That's my understanding and interpretation and kind of what I do.
Jodee: [00:01:46] So you know it's the responsibility of the secondary teacher special ed teacher as the case manager to interview the students. And you know one of the big pieces that we look at is the age appropriate goals. You know if you've got a student who is who is autistic academically They're very bright. They can do the work but they have absolutely zero social skills. And they want you maybe studied to be. They want to go into broadcast journalism or something along those lines. So it's like having you determined you know is it like a collaborative effort. You determine and work with the other person you know because sometimes you have to be that person and say yes might not be the best fit for you. How does that kind of playing into things.
Sped4: [00:02:51] I don't know like I don't mind doing that or being the one.
Sped4: [00:02:58] I haven't run into that exact situation but I have other situations where students wanted to go straight to university from high school and just had these visions of grandeur. But their GPA would not allow for that or they had other deficiencies and things of that nature. And so it's just it's sometimes it's like literally printing out the requirement and showing them just saying you know these aren't going to work. It's not a possibility. However it doesn't mean that you can't go on to higher education. And just providing them alternative routes like one if there is enough time if there for example is there a sophomore or a junior. You know we look at like Well is there enough time to get rid of these deficiencies. Can you take some of these courses. Can you do that to get your GPA up to get rid of the deficiencies et cetera. Is that feasible. Is that feasible with money or mom is mom and dad going to pay for that you know. And is there enough time or looking. OK well if that's not an option then community college is not necessarily a bad thing to do it right. When did yo.
Sped Focus Group.m4aJodee [000001] This is a focus group wi.docxsusanschei
Sped Focus Group.m4a
Jodee: [00:00:01] This is a focus group with the secondary special education teachers. So anybody feel free to chime in and we just talked about the secondary transition plan and theoretical principles of Situation and support. So the first question is How does political correctness influence transition process. So think about some of the terminology that's changed. For example we don't refer to kids with cognitive impairment as being mentally retarded. So how does that PC influence the transition process. And anybody can feel free to speak up if they would like.
TS5: [00:00:49] Well I guess I'll start because I'm probably the least politically correct person around. I think you make an example of the fact of you know you know with. What you can and cannot say Well not everybody is up to date on the current lingo and everybody apparently might may be in denial about where their child is at cognitively when using certain terms they may expect more from their or their child than they're actually capable because we're not using terms of people understand or that people use. Obviously I'm not talking about in a hurtful way but you know I mean I have a student now that he's I guess they went out of their way to label him. You know he has a label of autism. But I keep telling these people on my autism is not his problem his cognitive is his problem as long as that IEP keeps talking about autism then that seems to be the direction of where they want to go with the services. And and I keep saying that autism is not the problem. So that's just my 2 cents on.
Jodee: [00:02:12] How has that worked so far just to kind of pair off your response on that TS5 how has it like you're able to see that it's not the Autism that's a problem. How do you stear that to the correct path and have deal with this and what the kid is capable of doing regarding transition.
Sped5: [00:02:34] Well I was fortunate in this area where I think it was an issue of the mom was in denial that it wasn't all the other teachers were like no. This is what this is what he needs. You know because of the IEP I'm trying to get him. You know support all the time and it's just a matter of when they look at the IEP and says why is it that it will be this and this and I'm like I didn't write the IEPP I didn't put down autism. I'll just tell you what I see now what I have and that's what it is. And so it wasn't until at an an IEP meeting that the other teachers who see them every day too are like no this is where he's at. He needs the support he needs this because of x y z. So you know that's just for example.
Jodee: [00:03:25] Okay TS7 I'm going to kind of put you on the spot on for a minute when we talked a couple of days ago about that one student what were some of the things that you might have encountered in working with the parents on regarding transitioning him. And you know just to give a bit with a bit of background history it was a young man diagnosed with.
Specialized Terms 20.0 Definitions and examples of specialized.docxsusanschei
Specialized Terms
20.0
Definitions and examples of specialized terms for adaptive behavior assessments including content and statistical terms are proficient.
Limitations of Standardized Assessments
20.0
Substantial explanation of at least two limitations of standardized assessments is provided.
Consultative Role of Special Education Teacher
20.0
The description of consultative role of the special education teacher in helping parents/ guardians understand the process of assessments and terminology is expertly addressed.
Aesthetic Quality
5.0
Design is pleasing. Skillful handling of color, text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5.0
Submission is virtually free of mechanical errors.
Organization
5.0
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
Total Percentage
100
.
Special notes Media and the media are plural and take plural verb.docxsusanschei
Special notes: Media and the media are plural and take plural verbs. The use of personal pronouns "we" and "you" are unacceptable in academic writing except when otherwise indicated. The use of the first person "I" is not called for in this assignment.
Write a 700- to 1,050-word paper in which you answer the following questions:
· What were the major developments in the evolution of mass media during the last 120 years or so? Discuss at least five forms of major mass media in order of development. Choose from movies, recorded music, radio, television, video games, internet streaming, and social media. Newspapers may be included but only those developments in the last 120 years or so. We are not requesting the history of mass media, mass media developments before 1900, and identification of communications devices that are person to person and not mass media such as the telegraph and telephone.
· What innovations did each provide to consumers (what was new about them)? How did each medium change the lives and behavior of people after its introduction?
· What is meant by the term media convergence, and how has it affected everyday life?
· Conclude with a reflection on why media literacy is important for responsible media consumption today.
Format your essay according to appropriate course-level APA guidelines. Spelling and grammar check your work.
Note: your first paper will be annotated with regard to formatting, spelling, grammar, and usage, for which you will not be penalized, but you are responsible for applying these notes to subsequent assignments.
.
SPECIAL ISSUE ON POLITICAL VIOLENCEResearch on Social Move.docxsusanschei
SPECIAL ISSUE ON POLITICAL VIOLENCE
Research on Social Movements and Political Violence
Donatella della Porta
Published online: 15 July 2008
# Springer Science + Business Media, LLC 2008
Abstract Attention to extreme forms of political violence in the social sciences has been
episodic, and studies of different forms of political violence have followed different
approaches, with “breakdown” theories mostly used for the analysis of right-wing radicalism,
social movement theories sometimes adapted to research on left-wing radical groups, and
area study specialists focusing on ethnic and religious forms. Some of the studies on extreme
forms of political violence that have emerged within the social movement tradition have
nevertheless been able to trace processes of conflict escalation through the detailed exam-
ination of historical cases. This article assesses some of the knowledge acquired in previous
research approaching issues of political violence from the social movement perspective, as
well as the challenges coming from new waves of debate on terrorist and counterterrorist
action and discourses. In doing this, the article reviews contributions coming from research
looking at violence as escalation of action repertoires within protest cycles; political
opportunity and the state in escalation processes; resource mobilization and violent
organizations; narratives of violence; and militant constructions of external reality.
Keywords Political violence . Social movements
Attention to extreme forms of political violence in the social sciences has been episodic, with
some peaks in periods of high visibility of terrorist attacks, but little accumulation of results.
There are several reasons for this. First, some of the research has been considered to be more
oriented towards developing antiterrorist policies than to a social science understanding of the
phenomenon. In fact, “many who have written about terrorism have been directly or indirectly
involved in the business of counterterrorism, and their vision has been narrowed and distorted
by the search for effective responses to terrorism…. [S]ocial movement scholars, with very few
exceptions, have said little about terrorism” (Goodwin 2004, p. 259). Second, studies of
different forms of political violence have followed different approaches, with “breakdown”
theories mostly used for the analysis of right-wing radicalism, social movement theories
sometimes adapted to research on left-wing radical groups, and area study specialists focusing
on ethnic and religious forms. Third, and most fundamentally, there has been a tendency to reify
Qual Sociol (2008) 31:221–230
DOI 10.1007/s11133-008-9109-x
D. della Porta (*)
Department of Political and Social Sciences, European University Institute,
Badia Fiesolana, Via dei Roccettini 9, 50016 San Domenico di Fiesole Firenze, Italy
e-mail: [email protected]
definitions of terrorism on the basis of political actors’ decisions to use violence (Tilly 200.
SPECIAL ISSUE CRITICAL REALISM IN IS RESEARCHCRITICAL RE.docxsusanschei
This document provides an introduction to critical realism as a philosophy and framework for information systems research. It discusses the key concepts of critical realism such as the ontological view that an objective reality exists independently of our knowledge, and the stratified view of reality consisting of the real, actual, and empirical domains. Critical realism supports methodological pluralism using a variety of quantitative and qualitative methods to study different types of objects. The document also discusses how critical realism has been applied in social science research, focusing on the work of Margaret Archer and Tony Lawson in developing critical realist approaches within their fields.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
Running Head BACKGROUND AND SIGNIFICANCE1Running Head BACKGR.docx
1. Running Head: BACKGROUND AND SIGNIFICANCE 1
Running Head: BACKGROUND AND SIGNIFICANCE 1
Background and Significance
Lana Eliot
Psychology 625
Professor Weniger
July 29, 2018
Specific Aims:
The effect of stress on human beings is terrible that leads them
2. to different diseases. The stress comes from environment and
change in human behavior. Stress profoundly impacts or minds
that leads to damages of prefrontal cortex which plays a
prominent role in cognition (Andrew Holmesa, 2010 ). The
cognitive abilities of a human being the effect a lot in the
presences of stress. That leads to mood swings, schizophrenia
and anxiety disorder. Hence, numerous studies are carried out
on the stress-induced cognitive abilities (Joëls, 2006).
Intense stress and even the minor stress is responsible for
changes in cognition impairment. It is responsible for
significant changes in the remodeling of neurons. It also brings
changes in neuronal morphology and effects the working
memory of human beings (Luine, 1994). This study
demonstrates that how stress-induced cognitive impairment
affects the different areas of the brain (Maroun, 2008). The
impact of stress on the human brain is studied under molecular
basis induced changes. There is numerous significance of this
study that includes how the brain is affected by stress and what
stress causes cognition problems. It will further demonstrate
how molecular basis changes the prefrontal cortex. It also gives
details about pathophysiology and its association with
dysfunction in neuropsychiatric diseases. Further strategies will
also have introduced for its treatment that helps in overcoming
stress-induced cognitive impairments.
Background
Stress have destructive effects on human. These results are
related to all internal and external development of human body
and mind. Humans are exposed to multiple stressors in their
daily routine that leads to severe problems. When the human
body is exposed to stress at that time that time, they did notice
that how this stress affects them. But later, when they are more
frequently exposed to stress they feel changes in their behavior
and brain as well. Mood swings and unpredicted behavior of
humans are the results of this stress. As well as the brain is
concerned, stress disturbs the chemical balance that restricts
brains from performing their ordinary functions. Most
3. importantly it affects the cognition problems in humans. They
more frequently started to forget about different things that they
did not realize initially. But with the passage of time when
these things get severe, they know that how this stress
negatively affect this stress. Furthermore, stress is the only
factors that induce cognition and learning problems in humans.
Bondi et al. (2007) conducted a study on chronic unpredictable
stress that induces cognitive deficit as well as anxiety problems.
Keeping in view the aim of this study, he experiments on rats
where he injected the chronic antidepressant drug to analyze its
effects. Stress-induced frontal lobe dysfunction increases
depression and anxiety and psychiatric illness. To find the
relationship between stress-induced impairment and how it can
be recovered by using the antidepressant.
He experimented with rats where he induced desipramine and
escitalopram per day. These two chemicals are induced because
these are the one who produces in human brain because of
stress. After infecting this chemical daily, he notices that
desipramine induced effect on the brain of rats that is shown by
their behavior, but escitalopram has no effect. He further treated
these rats with antidepressants (Bondi, 2008). From his studies,
it is proved that treatment of stress is present with the use of
antidepressants as it is also proved by clinical evidence.
Joels et al. (2006) along with his coworkers, performed research
on how stress affects the process of learning and how does it
work when an individual is frequently exposed to stress. In his
study, he stated that the relationship between stress and learning
is not always clear. Stress has to influence and impairing effects
on the human brain. But its results are varied from person to
person. In his study, he proposed unifying research, under this
theory, he states that stress is having an influencing impact on
memory process and learning (Joëls, 2006).
The stress hormone corticosteroids are responsible for stress
influenced behavior. This hormone increases the attention of
human being even in the stressed situation and improves his
learning. When an individual is more focused than he was more
4. likely to remember all the events due to transmitters and
hormones that are released in response to stress. From the
findings of this article, it is analyzed that it is not necessary
that stress have destructive functions, but it has an important
function as well.
A line along with his fellow team conduct a study on repeated
stress reversible impairments that effects spatial memory
performance. His research states that if the human mind is
exposed to 6 hours per day and it continues for 21 days. It
results in impairments that occur due to the acquisition of
spatial memory task. These stress-induced impairments are
reversible that caused temporary blockage of phenytoin that acts
as a blocker for excitatory amino acid (Luine, 1994). In such
situation when an individual is frequently exposed to stress than
tianeptine which is an antidepressant is given to him which
lowers the extracellular serotonin. With the use of this drug,
dendrites of CA 3 neurons are temporarily blocked.
Mizoguchi, along with a team of experts, research chronic stress
that induces impairment in the spatial memory because of
dysfunction of prefrontal dopaminergic. From this research, it is
analyzed that chronic stress induces many impairments whether
it is in temporary memory or spatial working memory
(Mizoguchi, 2000). Its effect is in the long run that damages the
prefrontal cortical dopaminergic dysfunctions. The findings of
this research suggest that these can be controlled by using drugs
that control this dysfunction.
Sandi presented his findings on cognitive impairment effects on
cell adhesion molecules. The findings of his research suggest
that how stress changes the chemical reaction in the brain that
leads to sudden changes in the mood of an individual (Sandi,
2004). These chemical reactions are temporary but later if
chronic stress increased than these chemicals would never come
back in their original foam. Thus, it leads to severe diseases.
Shansky, in his research on the stress-induced cognitive
dysfunction that effects hormone neurotransmitter interaction
that happens in the prefrontal cortex. The findings of this
5. research suggest that stress-induced cognitive dysfunction
(Shansky & Jennifer, 2013). Due to this dysfunction
neurotransmitter-induced hormones in prefrontal cortex which
have a direct impact on memory. Song revealed in his research
on impairment of memory and spatial learning that is induced
by chronic mild stress and helplessness. Under this study, three-
dimensional modal that is known as 3D modal is used to detail
analysis of impairment that is induced by chronic mild stress
(Song, 2006).
Arnstein in his research on stress signaling that induces
impairment of PFC (prefrontal cortex structure) and its
function. His research revealed that how the architecture of our
brain effects when it is exposed to even little stress. Moreover,
he further demonstrates that how genetics and environmental
factors induce stress signals that lead to dysfunction of PFC
dysfunction (Arnstein, 2009). In 2010, Andrew presented his
research on the dysfunction of rodents and prefrontal
reorganization due to induced stress. He states in research that
dysfunction of rodents leads to difficulties in information
processing. It most likely induces mood swings, anxiety
disorder, and schizophrenia. In some persons, it leads to
addiction (Holmes, A., 2010).
Maroon in 2008 represents his findings on medial PFC
amygdala circuit that induce stress on the elimination of fear.
The intensity of stress induces that how much a person is
affected by it. The intensity of stress determines how much
cognition and learning of human being is affected. Due to an
imbalance in Gamma-aminobutyric acid, the cognitive abilities
of man become pretentious (Maroun, 2008).
Bisaz, along with his fellow team present a study on the role of
neural cell hold molecule NCAM and its effect on learning that
is done under stress. The findings of this papers suggest that
stress occurs due to the combination of intrinsic and extrinsic
factors. When a human body is exposed to these factors, it
induces stress, under the NCAM molecule that helps in inducing
stress in brains it is analyzed that this molecule induces stress
6. and disturbs the learning behavior of human being (Bisaz R1,
2009).
Cheryl presents a study in 2017 that is conducted on
hippocampal dendritic complexity that leads to chronic stress
along with its functional and methodological considerations.
His study suggests that dendritic morphology framework acts as
a stress field. Where chronic stress leads to loss of spatial
memory. His study further elaborates that CA3 atrophied
dendrites are the molecules that help in post-stress recovery
(Judd, M., 2017). Gerard in his research on chronic social stress
that is conducted under the Curt Richter revealed that there are
many individuals in society that are more exposed to social
stress. The constant social stress related to food intake,
disturbed metabolism and body composition (Schwartz, C.,
2017). Due to excess of food intake, it leads to obesity. The
incipient metabolic syndrome is responsible for it.
Reis, H.J., along with his coworkers presented research on
neuron transmitter of the central nervous system along with its
implication in memory and learning process. In his research, he
demonstrates that neurotransmitters are the one who is
responsible for action and reaction of a person that he did in
response to internal and external factors (Reis, H.J., 2009).
When the person is exposed to stress, then the chemical balance
of these neurotransmitter is disturbed that leads to chronic
stress.
Eva F. G Naninck reflects his findings on early micronutrients
supplementations that help in protecting individual form
cognitive impairments. The findings of this research evaluate
that if micronutrients supplements are given to individual than
they are exposed to less stress. This help in recovering the
human being from deficiency. My research hypothesis is people
who create self-induced stress have higher chance of negative
cognitive development than those who do not create self-
induced stress.Significance
Stress-induced cognitive impairment is a problem due to which
everyone is suffered at different stages of their life. This
7. problem is most likely to occur with any individual even the
child is most often exposed to it due to the stress of studies and
environmental problems as well. As far as young people are
concerned, this stress-induced cognitive impairment affects
because a young person is more exposed to intrinsic and
extrinsic factors. These factors are responsible for creating
cognition problems in humans. The results of these problems are
in short and long run because it affects the memory of an
individual. This field of study I researched from multiple
perspectives, but the findings are not used in a contractive way
that helps in solving these problems.
This project proposed that how the scientific knowledge of this
study help in exploring other factors which are associated with
this study. From the clinical practices, the issues that arise are
further tested in the laboratory to find its roots from where it
associates and how it can be researched that results in finding a
proposed solution to solve this stress-induced cognitive
problem.
If the proposed aim of this study has been achieved that it will
aide in solving cognition problems that are associated with
stress. In this study, it is evaluated how we can reduce these
stress-induced cognitive impairments.
Week 4
Proposed Study
draft grant proposal
Week 5 Review classmates
Week 6 Final Grant Proposal
References
Arnsten, A. F. (2009). Stress signaling pathways that impair
prefrontal cortex structure and function. PMCID, 410–422.
Bondi, Corina O., Gustavo Rodriguez, Georgianna G. Gould,
8. Alan Frazer, and David A. Morilak, (2008). Chronic
unpredictable stress induces a cognitive deficit and anxiety-like
behavior in rats that is prevented by chronic antidepressant drug
treatment. Neuropsychopharmacology, 33 (2), 320-331.
Bisaz R; Sandi C, Vulnerability of conditional NCAM-deficient
mice to develop stress-induced behavioral alterations. Stress
(Amsterdam, Netherlands) [Stress], ISSN: 1607-8888, 2012
Mar; Vol. 15 (2), pp. 195-206; Publisher: Informa Healthcare;
PMID: 21939373, Database: MEDLINE
Holmes, A.C. (2010). Stress-induced prefrontal reorganization
and executive dysfunction in rodents. PMCID, 773–783.
Joëls, Marian, Zhenwei Pu, Olof Wiegert, Melly S. Oitzl, and
Harm J. Krugers (2006). Learning under stress: how does it
work? Trends in cognitive sciences, 10 (4), 152-158.
Luine, V., Villegas, M., Martinez, C., and McEwen, B.S.
(1994). Repeated stress causes reversible impairments of spatial
memory performance. Brain research, 639 (1), 167-170.
Maroun, I. A. (2008). The Role of the Medial Prefrontal Cortex-
Amygdala Circuit in Stress Effects on the Extinction of Fear.
PMCID, 30873.
Mizoguchi, K. Y. (2000). Chronic stress induces impairment of
spatial working memory because of prefrontal dopaminergic
dysfunction. Journal of Neuroscience, 20 (4), 1568-1574.
Naninck , E., Hoeijmakers, L., Kakava-Georgiadou, N.,
Meesters, A., Lazic, S., Lucassen, P., Korosi, A. (2014).
Chronic early life stress alters developmental and adult
neurogenesis and impairs cognitive function in mice.
https://doi.org/10.1002/hipo.22374
Reis, H. T., & Gosling, S. D. (2010). Social psychological
methods outside the laboratory. In S. Fiske, D. Gilbert, and G.
Lindzey (Eds.), Handbook of social psychology (5th ed., Vol. 1,
pp. 82-114). New York: Wiley.
Sandi, C., (2004). Stress, cognitive impairment and cell
adhesion molecules. Nature Reviews Neuroscience, 5 (12), 917.
Schwarts, C., Hilbert, S., Schlegl, S., Freyer, T., Lowe, B.,
Osen, B., Voderholzer, U. (2017). Change factors in the process
9. of cognitive‐behavioural therapy for obsessive–compulsive
disorder. Clinical Psychology & Psychotherapy, Vol 24(3), pp.
785-792.
Shansky, R. M., & Jennifer, L. (2013). Stress-induced cognitive
dysfunction: hormone-neurotransmitter interactions in the
prefrontal cortex. Frontiers in human neuroscience, 4 (1), 7.
Song, L., Wang, C., Wang, M., Murakami, Y., and Matsumoto,
K. (2006). Impairment of the spatial learning and memory
induced by learned helplessness and chronic mild stress.
Pharmacology Biochemistry and Behavior, 83 (2), 186-193.
Running Head: STRESS INDUCED DEPRESSION 1
STRESS INDUCED DEPRESSION 1
Stress Induced Depression
Lana Eliot
PSY. 625Biological Bases of Behavior
Professor Weiger
July 23, 2018
10. Grant Proposal topic
Does self-inflicted stress harm a person’s cognitive
development?
Specific Aims
Stress can have horrible effects on some people. The way
people handle different stressors are related to development of
human body and mind. All persons are exposed to stressors in
their daily life which can lead to severe problems. When the
human body is exposed to stress, they notice how the stress
affects them. When a person is exposed to multiple stressors,
they feel changes in their behavior and brain as well. Mood
swings and unpredicted behavior of humans are the results of
this stress. As for the brain is concerned, stress disturbs the
chemical balance that restricts brains from performing their
ordinary functions. Most importantly the cognition is affected in
humans. If a person’s stress level continues, negative actions
may occur. When stressors become severe, people become very
depressed and some may isolate or harm themselves. Stress is a
factor that induces cognition and learning problems in humans.
Does self-induced stress cause cognitive learning issues in
children and adults? That is what this grant proposal is
intended to research. There has been much documentation that
stress does cause cognitive learning issues, however does self-
induced stress also create issues in cognitive learning? Self-
induced stress is caused by the person whom it affects. No
person but the self is responsible for the action. I would
propose to study the effects of self-induced stress (internal)
versus uncontrollable (external) stress in persons and verify if it
does or does not cause cognitive developmental issues.
Annotated Bibliography
1. Bondi et al. (2007) conducted a study on chronic
unpredictable stress that induces cognitive deficit as well as
anxiety problems. Keeping in view the aim of this study, he
11. experiments on rats where he injected the chronic
antidepressant drug to analyze its effects. Stress-induced frontal
lobe dysfunction increases depression and anxiety and
psychiatric illness. To find the relationship between stress-
induced impairment and how it can be recovered by using the
antidepressant. He experimented with rates where he induced
desipramine and escitalopram per day. These two chemicals are
induced because these are the one who produces in human brain
as a result of stress. After infecting this chemical daily, he
notices that desipramine induced effect on the brain of rats that
is shown by their behavior, but escitalopram has no effect. He
further treated these rates with antidepressants (Bondi, 2008).
From his studies, it is proved that treatment of stress is present
with the use of antidepressants as it is also proved by clinical
evidence.
2. Joëls et al. (2006) along with his coworkers, performed
research on how stress affects the process of learning and how
does it work when an individual is frequently exposed to stress.
In his study, he stated that the relationship between stress and
learning is not always clear. Stress must influence and
impairing effects on the human brain. But its results are varied
from person to person. In his study, he proposed unifying
research, under this theory, he states that stress is having an
influencing impact on memory process and learning (Joëls,
2006). The stress hormone corticosteroids are responsible for
stress influenced behavior. This hormone increases the attention
of human being even in the stressed situation and improves his
learning. When an individual is more focused than he was more
likely to remember all the events due to transmitters and
hormones that are released in response to stress. From the
findings of this article, it is analyzed that it is not necessary
that stress have destructive functions, but it has an important
function as well.
A line along with his fellow team conduct a study on repeated
stress reversible impairments that effects spatial memory
performance. His research states that if the human mind is
12. exposed to 6 hours per day and it continues for 21 days. It
results in impairments that occur due to the acquisition of
spatial memory task. These stress-induced impairments are
reversible that caused temporary blockage of phenytoin that acts
as a blocker for excitatory amino acid (Luine, 1994). In such
situation when an individual is frequently exposed to stress than
tianeptine which is an antidepressant is given to him which
lowers the extracellular serotonin. With the use of this drug,
dendrites of CA 3 neurons are temporarily blocked.
3. Mizoguchi along with a team of experts, research chronic
stress that induces impairment in the spatial memory because of
dysfunction of prefrontal dopaminergic. From this research, it is
analyzed that chronic stress induces many impairments whether
it is in temporary memory or spatial working memory
(Mizoguchi, 2000). Its effect is in the long run that damages the
prefrontal cortical dopaminergic dysfunctions. The findings of
this research suggest that these can be controlled by using drugs
that control this dysfunction.
4. Sandi presented his findings on cognitive impairment
effects on cell adhesion molecules. The findings of his research
suggest that how stress changes the chemical reaction in the
brain that leads to sudden changes in the mood of an individual
(Sandi, 2004). These chemical reactions are temporary but later
if chronic stress increased than these chemicals would never
come back in their original foam. Thus, it leads to severe
diseases.
5. Shansky in his research on the stress-induced cognitive
dysfunction that effects hormone neurotransmitter interaction
that happens in the prefrontal cortex. The findings of this
research suggest that stress-induced cognitive dysfunction
(Shansky & Jennifer, 2013). Due to this dysfunction
neurotransmitter-induced hormones in prefrontal cortex which
have a direct impact on memory. Song revealed in his research
on impairment of memory and spatial learning that is induced
by chronic mild stress and helplessness. Under this study, three
dimensional modal that is known as 3D modal is used to detail
13. analysis of impairment that is induced by chronic mild stress
(Song, 2006).
6. Arnstein in his research on stress signaling that induces
impairment of PFC (prefrontal cortex structure) and its
function. His research revealed that how the architecture of our
brain effects when it is exposed to even little stress. Moreover,
he further demonstrates that how genetics and environmental
factors induce stress signals that lead to dysfunction of PFC
dysfunction (Arnsten, 2009). In 2010, Andrew presented his
research on the dysfunction of rodents and prefrontal
reorganization due to induced stress. He states in research that
dysfunction of rodents leads to difficulties in information
processing. It most likely induces mood swings, anxiety
disorder, and schizophrenia. In some persons, it leads to
addiction (Andrew Holmesa, 2010).
7. Maroon in 2008 represents his findings on medial PFC
amygdala circuit that induce stress on the elimination of fear.
The intensity of stress induces that how much a person is
affected by it. The intensity of stress determines how much
cognition and learning of human being is affected. Due to an
imbalance in Gamma-aminobutyric acid, the cognitive abilities
of man become pretentious (Maroun, 2008).
8. Bisaz along with his fellow team present a study on the role
of neural cell hold molecule NCAM and its effect on learning
that is done under stress. The findings of this papers suggest
that stress occurs due to the combination of intrinsic and
extrinsic factors. When a human body is exposed to these
factors, it induces stress, under the NCAM molecule that helps
in inducing stress in brains it is analyzed that this molecule
induces stress and disturbs the learning behavior of human
being (Bisaz R1, 2009).
9. Cheryl presents a study in 2017 that is conducted on
hippocampal dendritic complexity that leads to chronic stress
along with its functional and methodological considerations.
His study suggests that dendritic morphology framework acts as
a stress field. Where chronic stress leads to loss of spatial
14. memory. His study further elaborates that CA3 atrophied
dendrites are the molecules that help in post-stress recovery
(M.Judd, 2017). Gerard in his research on chronic social stress
that is conducted under the Curt Richter revealed that there are
many individuals in society that are more exposed to social
stress. The constant social stress related to food intake,
disturbed metabolism and body composition (J.Schwartzbc,
2017). Due to excess of food intake, it leads to obesity. The
incipient metabolic syndrome is responsible for it.
10. Resi along with his coworkers presented research on neuron
transmitter of the central nervous system along with its
implication in memory and learning process. In his research, he
demonstrates that neurotransmitters are the one who is
responsible for action and reaction of a person that he did in
response to internal and external factors (Reis HJ, 2009). When
the person is exposed to stress, then the chemical balance of
these neurotransmitter is disturbed that leads to chronic stress.
11. Eva F. G (Eva F. G. Naninck, 2016) reflects his findings on
early micronutrients supplementations that help in protecting
individual form cognitive impairments. The findings of this
research evaluate that if micronutrients supplements are given
to individual than they are exposed to less stress. This help in
recovering the human being from deficiency. This project
proposed that how the scientific knowledge of this study help in
exploring other factors which are associated with this study.
From the clinical practices, the issues that arise are further
tested in the laboratory to find its roots from where it associates
and how it can be researched that results in finding a proposed
solution to solve this stress-induced cognitive problem.
15. References
Andrew Holmesa, a. C. (2010 ). Stress-induced prefrontal
reorganization and executive dysfunction in rodents. PMCID,
773–783.
Arnsten, A. F. (2009). Stress signalling pathways that impair
prefrontal cortex structure and function. PMCID, 410–422.
Bisaz R1, C. L. (2009). Learning under stress: a role for the
neural cell adhesion molecule NCAM. Neurobiol Learn Mem,
333-42.
Bondi, C. O. (2008). Chronic unpredictable stress induces a
cognitive deficit and anxiety-like behavior in rats that is
prevented by chronic antidepressant drug treatment.
Neuropsychopharmacology, 33(2), 320-331.
Eva F. G. Naninck, J. E.-Y.-N.-S. (2016). Early micronutrient
supplementation protects against early stress–induced cognitive
impairments. FASEB Journal , 1-10.
J.Schwartzbc, G. P. (2017). Randall Sakai, chronic social stress,
and the research tradition of Curt Richter. Physiology &
Behavior, 2 -6 .
Joëls, M. Z. (2006). Learning under stress: how does it work?
Trends in cognitive sciences , 10(4), 152-158.
Luine, V. M. (1994). Repeated stress causes reversible
impairments of spatial memory performance. Brain research ,
639(1), 167-170.
M.Judd, C. D. (2017). Chronic stress and hippocampal dendritic
complexity: Methodological and functional considerations.
Physiology & Behavior, 66-81.
Maroun, I. A. (2008). The Role of the Medial Prefrontal Cortex-
Amygdala Circuit in Stress Effects on the Extinction of Fear.
16. PMCID, 30873.
Mizoguchi, K. Y. (2000). Chronic stress induces impairment of
spatial working memory because of prefrontal dopaminergic
dysfunction. Journal of Neuroscience, 20(4), 1568-1574.
Reis HJ, G. C. (2009). Neuro-transmitters in the central nervous
system & their implication in learning and memory processes.
Curr Med Chem, 796-840.
Sandi, C. (2004). Stress, cognitive impairment and cell adhesion
molecules. Nature Reviews Neuroscience, 5(12), 917.
Shansky, R. M., & Jennifer, L. (2013). Stress-induced cognitive
dysfunction: hormone-neurotransmitter interactions in the
prefrontal cortex. Frontiers in human neuroscience, 4(1), 7.
Song, L. W.-W. (2006). Impairment of the spatial learning and
memory induced by learned helplessness and chronic mild
stress. Pharmacology Biochemistry and Behavior, 83(2), 186-
193.
17. Grant Proposal Guidelines – Final Project
Instructions: This assignment involves preparing a grant
proposal requesting support for a 12-month
research project. The total amount of support you may request is
$60,000 (including direct and indirect
costs). You will choose a specific topic in neuroscience or
neuropsychology and develop a grant proposal
based on a review of the literature and identification of a
research hypothesis. The grant proposal must
be six to eight double-spaced pages in length (not including title
page, references list, and appendix), 12-
point font, and formatted according to APA style as outlined in
the Ashford Writing Center. You must use
at least 15 peer-reviewed sources in addition to the text.
The components of your proposal are outlined below. View the
Sample Grant Proposal to see an example
of a completed proposal in APA format. Use the Grant Proposal
Template to create your grant proposal.
NOTE: All titles should be centered and all content should be
formatted as in the Grant Proposal
Template and the Sample Grant Proposal, not as outlined below
in this guidelines document.
Title Page (1 page):
• Title of your grant proposal
18. • Your full name
• Course name and number
• Instructor’s name
• Date submitted
Specific Aims: (1 page)
Clearly and concisely state the goals of your grant proposal.
Summarize the expected outcome(s),
including the impact that the results of the proposed research
will exert on the research field(s) involved.
List the specific objectives of your grant proposal (e.g., to test a
stated hypothesis, create a novel design,
solve a specific problem, challenge an existing paradigm or
clinical practice, address a critical barrier to
progress in the field, or develop new technology).
Background: (6 - 8 pages for Background, Significance,
Proposed Study, and Budget Justification
sections)
The goal of this section is to provide a well-developed literature
review that provides the basis for the
research problem and illustrates to the reader that you are
knowledgeable about the scope of the theory.
Research as many studies pertaining to the theory as possible,
and summarize them in a succinct manner.
In most respects, this section is precisely what you do when you
write the introduction section to a
research paper. Your background section should clearly state
the rationale for the topic you have chosen.
It includes the literature review you conducted to identify an
area of neuroscience or neuropsychology
that has not yet been studied. At the end of this section, you
19. should clearly specify your research
hypotheses.
Significance:
Explain the importance of the problem or critical barriers to
progress in the field that the proposed project
addresses. Explain how the proposed project will improve
scientific knowledge, technical capability,
and/or clinical practice in one or more broad fields. Describe
how the concepts, methods, technologies,
treatments, services, or preventative interventions that drive
this field will be changed if the proposed
aims are achieved.
PSY625: Biological Bases of Behavior Ashford University
https://awc.ashford.edu/Index.html
https://bridgepoint.equella.ecollege.com/curriculum/file/02cbc3
91-db64-4663-887b-
fb9af6cef106/1/PSY625_Sample%20Grant%20Proposal.pdf
https://bridgepoint.equella.ecollege.com/curriculum/file/6bcb83
04-d28a-486a-90f5-
22527ac0a293/1/Grant%20Proposal_Template_blank.docx
Grant Proposal Guidelines
Proposed Study:
This section will very much resemble a typical methods section
like the one you would write in an
empirical paper (except that the data have not yet been
20. collected). You should describe the study that you
are proposing to conduct to test your hypothesis. This section
should include the following subsections:
• Participants: include a description of the population that will
be used for the study. Point out
any procedures, situations, or materials that may be hazardous
to personnel and precautions to be
exercised.
• Procedures: include a description of how the study will be
conducted including any instruments
that will be used and how the data will be collected.
• Hypotheses and Analysis: state hypotheses of the proposed
study and general outline of how
data will be collected and used to accomplish the specific aims
of the project.
Budget Justification:
Provide a brief summary justifying your budget and the needs
for the items listed in Appendix A: Budget.
The actual numbers will be listed in Appendix A. The budget
for this proposal is limited to $60,000.
References:
Cite a minimum of 15 peer-reviewed articles from the Ashford
University Library or PubMed Central
(PMC). All sources must be current (published within the 10
years unless it’s a seminal work) and
relevant to your topic. Format all sources in APA style as
outlined in the Ashford Writing Center.
Appendix A: Budget: (see Grant Proposal Template, Appendix
21. A)
A typical grant proposal has a very detailed budget. For our
purposes here, you should include an
appendix with a completed budget. Your figures are just an
estimate so feel free to make up the budget
numbers and figures. Use the template called Summary Proposal
Budget in the Grant Proposal Template,
Appendix A to create your budget. There is also an optional
Budget Calculation Spreadsheet to help you
calculate your figures. The goal of this exercise is for you to
spend time thinking about the costs of
conducting research. Here are some examples of expenses you
could include:
Direct Costs:
• Personnel:
o Graduate research assistant salary – 20-hours per week for 12
months is roughly $25,000
(this covers salary, tuition, and fringe benefits).
o Principal Investigator Salary - make-up your annual salary
and divide it by 12, then
multiple this number by the number of months of salary you
wish to pay yourself (this
can range from 1-12 months; and from 10% to 100% effort).
• Equipment:
o List major purchases (greater than $5000) that will be
necessary to complete your project
(e.g., computers, video equipment, physiological measures,
expensive software, etc.) and
costs.
22. • Travel
o Conference Travel
o Other (e.g., travel for research assistant if needed for study)
• Participant Support
o Costs for subject participation (e.g., reimbursement for time,
travel, etc.)
• Other
o Computers or other equipment less than $5000
o Miscellaneous Expenses (e.g., postage, phone bills,
photocopying, etc.)
PSY625: Biological Bases of Behavior Ashford University
http://www.ncbi.nlm.nih.gov/pmc/
https://awc.ashford.edu/Index.html
https://bridgepoint.equella.ecollege.com/curriculum/file/6bcb83
04-d28a-486a-90f5-
22527ac0a293/1/Grant%20Proposal_Template_blank.docx
https://bridgepoint.equella.ecollege.com/curriculum/file/6bcb83
04-d28a-486a-90f5-
22527ac0a293/1/Grant%20Proposal_Template_blank.docx
https://bridgepoint.equella.ecollege.com/curriculum/file/e68a2c
0b-136c-40bc-8260-
17678c2038b2/1/PSY625_BudgetCalculationSpreadsheet.xls
Grant Proposal Guidelines
Indirect Costs:
Multiply the total direct costs budget by 0.375. This amount
(37.5%) represents the indirect costs of your
grant application. This money goes to the university toward
23. operating costs, overhead, etc.
Total Costs:
Sum up your direct and indirect costs (must not exceed
$60,000).
PSY625: Biological Bases of Behavior Ashford University
Grant Proposal Guidelines – Final Project
Instructions: This assignment involves preparing a grant
proposal requesting support for a 12-month
research project. The total amount of support you may request is
$60,000 (including direct and indirect
costs). You will choose a specific topic in neuroscience or
neuropsychology and develop a grant proposal
based on a review of the literature and identification of a
research hypothesis. The grant proposal must
be six to eight double-spaced pages in length (not including title
page, references list, and appendix), 12-
point font, and formatted according to APA style as outlined in
the Ashford Writing Center. You must use
at least 15 peer-reviewed sources in addition to the text.
The components of your proposal are outlined below. View the
Sample Grant Proposal to see an example
of a completed proposal in APA format. Use the Grant Proposal
Template to create your grant proposal.
NOTE: All titles should be centered and all content should be
formatted as in the Grant Proposal
24. Template and the Sample Grant Proposal, not as outlined below
in this guidelines document.
Title Page (1 page):
• Title of your grant proposal
• Your full name
• Course name and number
• Instructor’s name
• Date submitted
Specific Aims: (1 page)
Clearly and concisely state the goals of your grant proposal.
Summarize the expected outcome(s),
including the impact that the results of the proposed research
will exert on the research field(s) involved.
List the specific objectives of your grant proposal (e.g., to test a
stated hypothesis, create a novel design,
solve a specific problem, challenge an existing paradigm or
clinical practice, address a critical barrier to
progress in the field, or develop new technology).
Background: (6 - 8 pages for Background, Significance,
Proposed Study, and Budget Justification
sections)
The goal of this section is to provide a well-developed literature
review that provides the basis for the
research problem and illustrates to the reader that you are
knowledgeable about the scope of the theory.
Research as many studies pertaining to the theory as possible,
and summarize them in a succinct manner.
In most respects, this section is precisely what you do when you
write the introduction section to a
25. research paper. Your background section should clearly state
the rationale for the topic you have chosen.
It includes the literature review you conducted to identify an
area of neuroscience or neuropsychology
that has not yet been studied. At the end of this section, you
should clearly specify your research
hypotheses.
Significance:
Explain the importance of the problem or critical barriers to
progress in the field that the proposed project
addresses. Explain how the proposed project will improve
scientific knowledge, technical capability,
and/or clinical practice in one or more broad fields. Describe
how the concepts, methods, technologies,
treatments, services, or preventative interventions that drive
this field will be changed if the proposed
aims are achieved.
PSY625: Biological Bases of Behavior Ashford University
https://awc.ashford.edu/Index.html
https://bridgepoint.equella.ecollege.com/curriculum/file/02cbc3
91-db64-4663-887b-
fb9af6cef106/1/PSY625_Sample%20Grant%20Proposal.pdf
https://bridgepoint.equella.ecollege.com/curriculum/file/6bcb83
04-d28a-486a-90f5-
22527ac0a293/1/Grant%20Proposal_Template_blank.docx
Grant Proposal Guidelines
26. Proposed Study:
This section will very much resemble a typical methods section
like the one you would write in an
empirical paper (except that the data have not yet been
collected). You should describe the study that you
are proposing to conduct to test your hypothesis. This section
should include the following subsections:
• Participants: include a description of the population that will
be used for the study. Point out
any procedures, situations, or materials that may be hazardous
to personnel and precautions to be
exercised.
• Procedures: include a description of how the study will be
conducted including any instruments
that will be used and how the data will be collected.
• Hypotheses and Analysis: state hypotheses of the proposed
study and general outline of how
data will be collected and used to accomplish the specific aims
of the project.
Budget Justification:
Provide a brief summary justifying your budget and the needs
for the items listed in Appendix A: Budget.
The actual numbers will be listed in Appendix A. The budget
for this proposal is limited to $60,000.
References:
Cite a minimum of 15 peer-reviewed articles from the Ashford
University Library or PubMed Central
(PMC). All sources must be current (published within the 10
27. years unless it’s a seminal work) and
relevant to your topic. Format all sources in APA style as
outlined in the Ashford Writing Center.
Appendix A: Budget: (see Grant Proposal Template, Appendix
A)
A typical grant proposal has a very detailed budget. For our
purposes here, you should include an
appendix with a completed budget. Your figures are just an
estimate so feel free to make up the budget
numbers and figures. Use the template called Summary Proposal
Budget in the Grant Proposal Template,
Appendix A to create your budget. There is also an optional
Budget Calculation Spreadsheet to help you
calculate your figures. The goal of this exercise is for you to
spend time thinking about the costs of
conducting research. Here are some examples of expenses you
could include:
Direct Costs:
• Personnel:
o Graduate research assistant salary – 20-hours per week for 12
months is roughly $25,000
(this covers salary, tuition, and fringe benefits).
o Principal Investigator Salary - make-up your annual salary
and divide it by 12, then
multiple this number by the number of months of salary you
wish to pay yourself (this
can range from 1-12 months; and from 10% to 100% effort).
• Equipment:
o List major purchases (greater than $5000) that will be
28. necessary to complete your project
(e.g., computers, video equipment, physiological measures,
expensive software, etc.) and
costs.
• Travel
o Conference Travel
o Other (e.g., travel for research assistant if needed for study)
• Participant Support
o Costs for subject participation (e.g., reimbursement for time,
travel, etc.)
• Other
o Computers or other equipment less than $5000
o Miscellaneous Expenses (e.g., postage, phone bills,
photocopying, etc.)
PSY625: Biological Bases of Behavior Ashford University
http://www.ncbi.nlm.nih.gov/pmc/
https://awc.ashford.edu/Index.html
https://bridgepoint.equella.ecollege.com/curriculum/file/6bcb83
04-d28a-486a-90f5-
22527ac0a293/1/Grant%20Proposal_Template_blank.docx
https://bridgepoint.equella.ecollege.com/curriculum/file/6bcb83
04-d28a-486a-90f5-
22527ac0a293/1/Grant%20Proposal_Template_blank.docx
https://bridgepoint.equella.ecollege.com/curriculum/file/e68a2c
0b-136c-40bc-8260-
17678c2038b2/1/PSY625_BudgetCalculationSpreadsheet.xls
Grant Proposal Guidelines
29. Indirect Costs:
Multiply the total direct costs budget by 0.375. This amount
(37.5%) represents the indirect costs of your
grant application. This money goes to the university toward
operating costs, overhead, etc.
Total Costs:
Sum up your direct and indirect costs (must not exceed
$60,000).
PSY625: Biological Bases of Behavior Ashford University