...Depression Paper Depression is defined as a low, sad state in which life seems dark with overwhelming challenges (Comer, 2012). Mania is considered the opposite of depression as it results in feeling of euphoria and frenzied energy; these two definitions combined are classified as bipolar disorder (Comer, 2012). Unipolar depression is when an individual suffers from depression that lacks bouts of mania (Comer, 2012). Depression, and or symptoms of depression, can affect everyone during one or more stages of life. Some individuals experience times in their lives when they consider themselves to be depressed; in actuality this is most likely a normal mood swing due to a temporary unpleasant circumstance. Upon information and belief, nearly 7 percent of the adult population in the United States suffers from a severe form of unipolar depression, with 5 percent of American’s suffering from mild forms of depression (Comer, 2012). Of the percentage of individuals suffering from unipolar depression, at least 50 percent of those individuals recover anywhere from 6 weeks to one year; in certain case treatment was not required (Comer, 2012). There are many cause that can be attributed to depression and unipolar forms of depression; some of these causes are due to biological factors and environmental factors (Comer, 2012). Neurotransmitters, when defective, may lead to depression. It is believed that low levels of serotonin in the brain, accompanied with low norepinephrine activity can lead...
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...in intensity? Suddenly, it begins affecting the way you perform at school, or work. You no longer find enjoyment in the things you once did. When depression begins to effect one’s ability to function, it is time to seek help. These are signs of Major Depressive Disorder. Depression is so commonly generalized, few realize that there are different types of depression. Two of which are Unipolar depression, and Bipolar depression. Just because they are forms of depression does not mean people who suffer these disorders are merely sad all the time, they are different because they make people behaved and feel differently. In addition to feeling down, people who suffer from bipolar depression may also experience extreme “highs”, known as mania. The presence of these “manic episodes” is the primary difference between bipolar depression, and unipolar depression (or Major Depressive Disorder.) Someone who suffers from unipolar depression is not likely to fluctuate from high to low moods. In fact, they likely do not find enjoyment in many things (if anything) even activities that they once did. Unipolar depression is characterized by deep sadness and a depressed mood. Their energy seems to dwindle, regardless of the amount of sleep they receive (they could find themselves unable to sleep, or desire to sleep constantly). They may find...
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...Depression: Unipolar Vs. Bipolar Rebecca M. Azurmendi Psychology 270 July 14, 2013 Professor Moore Depression: Unipolar Vs. Bipolar Depression is sometimes not taken seriously or is misunderstood. Key emotions in mood disorders are depression and mania. Depression is an overwhelming feeling from the challenges of life and a low, sad state in which life seems dark. Mania is an exaggerated belief that the world is for the person’s taking. Unipolar depression is a form of depression that does not have a history of mania. Bipolar disorder is marked by the mixture of periods of mania and depression (Comer, pg. 194). Unipolar depression is often mistaken for clinical depression. Severe unipolar depression is twice as severe in women as it is in men. Between young boys and girls unipolar depression is similar (Comer, pg. 194). We have all experienced a form of depression at some point in our lives. The signs and symptoms are all different depending on the individual. Some symptoms can be less severe than the others. Symptoms of unipolar depression feed off emotionally, motivationally, behaviorally, cognitively, and physical categories of symptoms. Emotionally individuals feel sad, miserable, and unwanted. The lose most if not all pleasure in most things. Their sense of humor tends to fade away and many of them experience anxiety, anger, and agitation. Some individuals feel humiliated and dejected (Comer, pg. 195). The motivation symptoms of depression usually lead to...
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...Depression Unipolar and Bipolar Disorders By Laura 04/24/2011 Unipolar and bipolar are as different as their clinical names, uni, meaning one and bi, meaning two. Unipolar is considered a clinical depression that does not go away after a period of just feeling unhappy, or experiencing a sad event. This type of depression can be life altering if untreated, rendering the person that is suffering from it unable to cope with the activities of daily living. Unipolar differs from bipolar as it does not have any history of mania involved. People with unipolar basically suffer depression from mild to severe in nature. On the other hand, people that have bipolar disorder that ignites the feeling of euphoria, the person may have grandiose ideas, believing that idea will be the next billion dollar deal, and nothing can sway that exaggerated thought. People who suffer from bipolar can spend days at a time without sleeping as their mind races with one exaggerated thought after another. This can last for days, weeks, even months, followed by the crash of depression. This can be just as severe and last as long as the manic. There are several symptoms that can occur in unipolar disorder such as fatigue, feeling hopeless, worthless, and having no desire to do anything. In more severe cases even thoughts of suicide can arise. There are different theories to the underlying causes of unipolar disorder, some say it is biologically, environmentally, or psychologically induced...
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...Paper A lot of times when you hear people talk about being diagnosed with and/or treated fpr depression, they are most likely referring to unipolar depression. There are several important differences such as: how you feel and act and how they are dealt with through treatment. Other difference such as, someone who is bipolar has low moods and high moods which are known as mania. They can also high energy, feelings of euphoria, be unable to sleep and can suffer from impulsive behaviors. Someone who is unipolar does not go through highs. Systems of unipolar depression include: * Suicidal thoughts and feelings * Extreme sadness and loneliness * Lack of energy * Lack of interest in activites and things they used to enjoy * Feelings of helplessness * Unable to sleep * Difficulites focusing Systems of bipolar depression include: * Euphoric moods * Extreme moodiness * Decreased need for sleep without feeling tired * Racing thoughts * Problems concentrating * Agitation * Impulsive behaviors * Restlessness, increased energy * Higher sexual impulses * Abusing drugs and alcohol * Aggressive, intrusive, or provocative behaviors Bipolar depression is very difficult to diagnose, one out of three people are misdiagnosed because bipolar depression does look similar to unipolar depression when it is in its low phase. Also, a person can experience depressive episodes for several years without experiencing mania...
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...Running head: BIPOLAR I & II 1 Bipolar I & II Research Paper (Main Focus on Bipolar II) Perry Blankenship Liberty University BIPOLAR I & II 2 Abstract This paper will cover the diagnoses and treatment of Bipolar II. This paper will show that Bipolar II is found in the Diagnostic and Statistical Manual of Mental Disorders (DSM). This paper will also discuss the use of medication as part of the treatment process for this disorder. This paper will research some of the similar and conflicting attributes of Bipolar I and II. This paper will also show that Bipolar II is a disorder that can be maintained but is never fully cured. This paper will also consider the Christian world view concerning Bipolar Disorder. BIPOLAR I & II 3 According to Maddux and Winstead (2008), Bipolar II is defined as “One or more major depressive episodes accompanied by at least one hypomanic episode.” Bipolar II patients are not as disabled, and they do not present the same psychotic features as Bipolar I patients with manic episodes. When researching information about Bipolar II Disorder a researcher will need to look under...
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...The Nervous System ORGANIZATION OF NERVOUS SYSTEM Structural classification-The Nervous System is the master controlling and communicating system in the body. The nervous system has subdivisions- the central nervous system and the peripheral nervous system. The central nervous system includes the brain and the spinal cord, which interprets incoming sensory information and then acts as the integrating and command centers of the nervous system. The peripheral system includes all of the nerves outside the central nervous system. Spinal nerves carry impulses to and from the spinal cord and cranial nerves carry impulses to and from the brain. Theses nerves serve as links in the communication network, connecting everything together. Functional Classification- The functional classification deals only with the peripheral nervous system. The sensory (afferent) division consist of nerve fibers that convey impulses to the central nervous system from sensory receptors in various parts of the body. Somatic sensory fibers deliver impulses from the skin, skeletal muscles and joints. Visceral sensory fivers transmit impulses from visceral organs. The sensory division keeps the central nervous system informed about the things going around the body. The motor (efferent) division carries impulses from the central nervous system to the specific organs. The impulses activate muscles and glands. The motor division is broken into a subdivision-somatic and autonomic nervous system. The somatic...
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...stain easily….gray matter -neurofibrils for support -found in CNS in Nuclei, in PNS in Ganglia -Neuronal Processes -Dendrites (incoming signal) -single or multiple -short and branched -Axon (outgoing signal) only one -conducting component of neuron -also called nerve fibers (part of nerves/tracts) -rarely branches (collaterals and telodendria) -axonal terminals end in synapses -Synapses: where one neuron ends and “talks” to another cell -release neurotransmitters (like Ach) -synaptic cleft = space between membranes -3 types: Neuro-neuronal; Neuro-muscular; -Neuro-glandular B. Classification of Neurons (mod. 11.3) 1. By Structure a. Multipolar b. Bipolar c. Unipolar d. Anaxonic (function not understood) 2. By Function: a. Sensory/Afferent (bipolar or...
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...myself and iBottom of Form The Scientific Method Psychology is, like any science, a branch of knowledge that deals with a body of facts systematically arranged and shows the operation of general laws. In all sciences, including psychology, a special procedure, the scientific method, must be used to collect data to answer a question or to solve a problem. The scientific method not only answers the question at hand but also is used to construct scientific theories. A theory is systematically organized knowledge applicable in a wide variety of circumstances. (The amount of information available in any science is too vast to be useful unless it is organized through the use of theories.) Theories are also used to predict events or to answer questions in a specific scientific discipline. In psychology, theories are used to organize and predict behavior and mental processes. The findings of a particular study may support or lead to the alteration of a theory.While the scientific method doesn't provide a step-by-step recipe for dealing with specific circumstances, it does provide general guidelines for the following procedures in any scientific data collection. Formulation of the problem, design of the study, collection of data, analysis of data, conclusions drawn from data. The description of a study, its procedures, and its conclusions is frequently published as an article in a scientific journal. Careful attention to following the scientific method allows a second investigator to replicate or refute the...
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...Tips for Writing Questionnaire Items Office of Educational Assessment Last Updated: October 2006 This handout is provided by the UW Office of Educational Assessment (OEA) as a resource for WebQ workshop attendees who want some basic tips for writing questionnaire items. It does not address broader aspects of survey and research design, but additional resources can be found on our web site: http://www.washington.edu/oea. OEA also provides a variety of consulting and research support services; please feel free to contact us if you are interested in assistance with a research, assessment, or evaluation project (baytam@u.washington.edu, 206‐543‐5190). TIP 1: BE RELEVANT Before starting your survey, you should specify one or several over‐arching questions you wish to address (i.e., research questions or evaluation questions). Your questionnaire items should be focused around these questions. Different Domains of Questions: Behavior, Beliefs, and Evaluation Does providing optional, online practice quizzes help students learn the material in my course? Behavior Of the ten optional online practice quizzes, how many did you complete? Completing the online practice quizzes helped me learn the material in this course. How satisfied were you with the online quizzes? 0 1–2 3– 5 6–7 8– 9 10 Beliefs Strongly Disagree Extremely Dissatisfied Disagree Neutral Agree Strongly Agree Extremely Satisfied Evaluation Somewhat Dissatisfied Somewhat Satisfied ...
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...very low frequency components in the frequency spectrum, that might not pass through some medium (e.g., TP of 200Hz 3000Hz). Hence, we need to remove the DC from the Digital Signal . 3) Self-Synchronization: To match the sender and receiver clocks, hence match the bit intervals at both ends for correct decoding. Transitions in the digital signal act as self-synch altering the receiver to the start, mid, or end of the bit, resetting its clock in case it is out of synch. 4) Built in error detection: It is good to add extra bits to the Tx data for error detection (and possibly correct). 5) Noise and interference immunity: Encoding/ Decoding complexity: complex - high cost Line Coding Schemes Figure 4.4 Line coding schemes 4.10 1) Unipolar: NRZ (non return to zero) No signal return to zero level at the mid of bit. Problem: Large DC component many low frequency components. Hence needs based...
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...1. INTRODUCTION This piece of work is the further investigation of the 3B5 - Schottky Barrier Diode (SBD) experiment. It involves a comprehensive data error analysis to both the raw data from the experiment and the parameters derived from them. An in-depth probe to the SBD is also done by examining the fundamental theory of SBD with illustrative band diagrams and reference to the thermionic emission theory. The ideal SBD model is then compared with common p-n junction and their differences are discussed. Further analysis on the non-ideal behaviours of both the SBD and p-n junction diodes are performed as well. Evac Metal eΦm EF n-type semiconductor Evac eχsc eΦsc Ec EF Ev Figure 1 – Band diagram of metal and n-type semiconductor when they are not in contact 2. RESULTS 3. DISCUSSION 3.1 Accuracy of Measurements There are a number of techniques to determine uncertainties in data, analytically or graphically. Table 1 shows some general rules in calculating data errors when simple algorithmic operations are performed. Table 1 – Some rules to calculate data errors in algorithmic operations For multi-variable functions, e.g. f(x,y,z), the resultant error in the value of the function comes from the contribution of individual error in each variable, i.e. , and the relation is as follows Graphically, to obtain the 3.2 Theory of SBD (Compared with P-N Junction) 3.2.1 SBD Theory by Band Diagram Illustration The SBD demonstrates a rectifying effect by taking advantage of...
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...716 Index major depressive disorder, brain imaging studies, 70–71 malignant catatonia, 333 malingering, 530–531 ‘manic depressive insanity’, 45 manic states, 250, 253 abnormal beliefs and perceptions, 254 amphetamines and, 266 course and outcome, 274 delusional, 16 in HIV patients, 345 in ICD-10, 42 in old age aetiology, 369 clinical features, 370 treatment, 370 in old age, 369–370 mixed state with depression, 255 sensations in, 6 stroke and, 344 stupor in, 31 manic states, 15–17 Marchiafava-Bignami syndrome, 206, 338 Marijuana Anonymous, 239 marital status, and suicide, 454 masculinity drunkenness and, 428 sense of, 395 Massachusetts Male Aging Study, 402 Massachusetts Women’s Health Study (MWHS), 442 masturbation, 396 McNaughton Rules, 558 McNaughton, Daniel, 558 m-CPP 435 , MDMA (3, 4-methylenedioxymethamphetamine; ‘ecstasy’), 328 medial temporal lobe volume in Alzheimer’s disease, 359 MRI for detecting, 75 medical conditions anxiety disorders in, 170 depression treatment, 521 detection of psychiatric illness, 483 feigned illness, 530–531 mental disorders due to, 327 anxiety disorders, 333 cannabis and psychosis, 330 catatonia, 332 cognitive disorders, 334 delusions, 329 depression and Parkinson’s disease, 332 general principles, 327 hallucinations, 328 mood disorders, 330 personality disorder, 333 psychotic disorder, 328 stimulant psychosis, 329 mental disorders due to, 326–335 relationship to affective change...
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...COGNITIVE LEARNING What is cognitive learning? Not all cases of learning can easily be captured by classical conditioning and operant conditioning. Learning would be extremely inefficient if we had to rely completely on conditioning for all our learning. Human beings can learn efficiently by observation, taking instruction, and imitating the behavior of others. Cognitive learning is a powerful mechanism that provides the means of knowledge, and goes well beyond simple imitation of others. Conditioning can never explain what you are learning from reading our web-site. This learning illustrates the importance of cognitive learning. Cognitive learning is defined as the acquisition of knowledge and skill by mental or cognitive processes — ;the procedures we have for manipulating information 'in our heads'. Cognitive processes include creating mental representations of physical objects and events, and other forms of information processing. How do we learn cognitive? In cognitive learning, the individual learns by listening, watching, touching, reading, or experiencing and then processing and remembering the information. Cognitive learning might seem to be passive learning, because there is no motor movement. However, the learner is quite active, in a cognitive way, in processing and remembering newly incoming information. Cognitive learning enables us to create and transmit a complex culture that includes symbols, values, beliefs and norms. Because cognitive activity is...
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...SUMMARY In this experiment, a cocktail mixer is constructed. Cocktail mixers are usually used to stir various type of cocktails in order to maintain their clarity and texture. In addition, the mixer can be used for other beverages such as juices. The rotatory part that was implemented for this experimentation is a stepper motor. PIC microcontroller is used to control the operation, while two infrared obstacle sensors are utilized to start and stop the motor. For safety measure, a fail-safe switch to deactivate the motor is implemented. Consequently, these functions will help to enhance the impression and experience to the consumer. AUTOMATED COCKTAIL MIXER Final Report Author: Boby Hartanto Aliono (6512453) Hartomo Arlandianto Prabowo (6509899) 6509899 6512453 Final Report Hartomo Arlandianto Prabowo Boby Hartanto Aliono 2nd May 2014 Group: 11 Table of Contents Outline............................................................................................................................................. 3 Introduction ..................................................................................................................................... 3 Cocktail Mixer ............................................................................................................................ 3 Stepper Motor ................................................................................................................................
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