Ithaca :: Religion Greece Greeks Essays

Ithaca When you set out on your journey to Ithaca pray that the road is long, full of adventure, full of knowledge.' Constantinos Kavafis, Ithaca (1911) Ithaca, a Greek island in the lonean Sea, was the island that gave birth to Ulysses, one of the smartest Greek commanders, who through his invention of the `Trojan Horse' led the Greeks to a victory over the Trojans. Immediately after this victory, Ulysses set out on his journey to return to Ithaca. To return home, to kiss his wife, to see his now grown-up son, to meet his friends and his parents, all these were Ulysses' goals. 'To arrive there is your ultimate goal' as Kavafis states later in the poem. Like Ulysses, every person has his or her own goals and therefore is immersed in a journey towards the accomplishment of this goal. However, it is possible for someone to be in a journey without an `ultimate goal' in mind. More often than not, this goal will appear in the way. It was during Christmas 1992, that I received a very special present from my grandmother, Orthodoxia. She had knitted a sweater especially for me. She had started knitting this sweater, as I later found out, because she wanted me to have something from her. And what's better than a hand-knitted sweater? It could keep me warm during chilly winter nights while reminding me of my relationship with my grandmother. Having as her goal to offer me a present to remember her, she created an original sweater, which for me will always be unique. On the blue background of the sweater, two familiar figures are shaped, the figures of a grandmother holding her grandson in her warm embrace. I have it in my wardrobe at home, even though it is way too small for me to wear, and whenever I see it, it reminds me of my beloved grandmother. I remember her smile whenever she saw me, the way her face lit up when she recognized I was happy and the worry and eagerness to help when I was feeling dispirited. Alt hough my grandmother passed away six years ago, her memory is still alive through this sweater. Having a goal is not, however, a necessary condition for creation. In the documentary 'Dancemaker', for example, the featured dancer does not always start dancing with a goal in his mind, as Ulysses and my grandmother both did.

Adolescent Period Essay

At many points in life, one can wonder if it can get any harder, but at what stage is life truly at its hardest. There four main stages in life are childhood, adolescence, maturity and old age. At what point in life can one make something spectacular of his life, or lose it all. There are times where excess amounts of stress can cause problems, or lead people to their own problems such as alcohol. Where is the stage where one can face the most stress, the most challenges and still be undergoing many physical changes at the same time? Adolescence is considered by many to be the most fun years of our lives, yet it is also the time where we can face to most stress and our decisions during this time can affect us for the rest of our lives. One of the toughest things about adolescence is the pressure one may face during this crucial stage of life. The pressure to succeed may come in many different forms, or even many different people. One could pressure themselves to do get straight A’s in school, or their own family could be the culprits of the excess pressure. See more: Homelessness as a social problem Essay While a little bit of pressure may be good, too much of it can cause stress on teenagers that are already stressed out from all of the changes they have to face. There was a parent who tried to strangle his son’s hockey coach because his son wasn’t getting enough ice time. What is a thirteen year old kid supposed to do at their next practice? Even if a teenager is succeeding at a high level in sports, they may only be doing it to please their parents. Many teenagers do things that they do not appreciate just to please their parents because they feel pressured to do so. All this excess pressure can cause someone to be stressed out. This stress can cause one to not live up to their own expectations, never mind their parents own expectations of them. This is the stage where you have the potential to live up to your own expectations, or ruin your own goals. There are many challenges one can face as they go through high school. One can fail to achieve the marks necessary to move on to the post-secondary college they want for themselves. Your pathway may be derailed by factors such as drugs or alcohol. Almost all teenage kids get faced with peer pressure to fit in and have a drink or smoke a joint, but these are things that can affect your future. If one gets addicted to drugs, they will have a steep mountain to climb to get to where they want to be. Within the few short years of adolescence, one can exceed their own expectations or set themselves up for failure in the future. One of the most difficult parts of adolescence is when one wants to be treated like an adult, but they get no respect from their parents. Some parents act as if their teenage kids are inferior to them, and treat them as if they are children. The teenagers think of themselves as adults who are equal to their parents, so when those parents treat them like children, they act out. The teenagers want more control in their life, even if they are not ready to handle that load. One of the biggest arguments might be about curfews. Parents want their child to be safe, but the teenager wants to do what they want even if it is not the best thing ever. This can often cause rifts between the parents and their teenager, which is another reason for stress during â€Å"the best years of our lives† All of the excess stress that is placed upon one person during this crucial time during adolescence makes teenagers deal with much more than they are capable with. The decisions we make can affect us for years to come, even if we do not think they will. Teenagers are expected to achieve high marks, compete in sports and sometimes work a job on top of that. This causes boatloads of stress on one person, and they are not ready for it. Sometimes ones only goal in high school is to fit in, so one will do anything even if it is harmful to their future. If one does not fit in, they may face challenges such as suicide or drugs, but they will not ask for help from their family. The biggest reason adolescence is the hardest stage in life is because of the sheer amount of change one faces as they transition between childhood and maturity.

Amyotrophic Lateral Sclerosis

There are a heterogeneous group of degenerative diseases that involve destruction of the large motor neurons of the brain. Amyotrophic Lateral Sclerosis (ALS) is one. The motor effects of this disease can be devastating. The usual course is a progression to death within 3 to 4 years. In the United Kingdom, ALS is often known as motor neuron disease. ALS is a progressive neuromuscular disease that weakens and eventually destroys motor neurons that connect the brain with the skeletal muscles.NIEHS grantee Serge Przedborski of Columbia University has pioneered the investigation of the molecular mechanisms leading to the death of neurons that occurs in ALS and Parkinson disease. ALS, the most common adult-onset paralytic disease, is most commonly diagnosed in middle age, and affects men more often than women. Patients gradually lose the ability to speak, swallow, and move voluntarily. Sensory function and intellectual ability are unaffected, and death usually results from loss of respira tory function.The disease affects all racial, socioeconomic, and ethnic groups, and the life expectancy of ALS patients is usually three to five years after diagnosis. ALS results in progressive damage to the pyramidal motor system. There is a degeneration of both the upper and lower motor neurons leading to muscle weakness, atrophy, and losts of function. In most cases there is no loss of sensation, and intellect and sphincter control are preserved. The damage is typically bilateral, and although usually rapid in progression, the disease may on occasion proceed slowly, or stabilize after a period of progression. The reported incidence is about 0.4 to 1. 8/100,000 (Tandan & Bradley, 1986) and prevalence estimates range from 4 to 7/100,000. The mean age of onset lies between 55 and 60 and the disease is more common in males than females (2:1; Hudson, 1981). Death is usually preceded by progressive respiratory failure. The cause of ALS is unknown. In about 5% to 10% of cases the disea se is familial; in most of these cases the mode of inheritance is autosomal dominant. The disease also occurs amongst the Chamorros on the island of Guam at a much higher rate than elsewhere, suggesting an environmental toxin can cause the disease (Rowland, 1987).However, the majority of cases arise sporadically. Cognitive Deficits Clinicians working with ALS patients generally conclude that the disease does not cause dementia. Although there are cases of ALS where dementia does present, this can be attributed to the concurrent effects of DAT (Caroscio, 1986). Testing ALS patients with intellectual scales has produced mixed results. Poloni, Capitani, Mazzini, and Ceroni (1986) found no difference on the WAIS between 21 ALS subjects and 21 comparison subjects with nondementing neurological conditions.In two other studies (Gallassi, Montagna, Ciardulli, Lorusso, Mussuto, & Stracciari, 1985; Iwaski, Kinoshita, Ikeda, Takamiya, & Shiojima, 1990) intellectual deterioration in ALS patient s was found when the test results were compared to those of healthy controls. It remains to be determined whether these cognitive changes occurred as a result of ALS, or whether the differences were due to the nonspecific effects of hospitalization and treatment. ALS is not generally regarded as a dementing disorder. Psychosocial ConsequencesThe individual with ALS faces major problems in communication because of dysarthria, a reduction in mobility, pain from muscle atrophy, and the knowledge that the disease will progress to incapacity and death. Motor dysfunctions occur in the absence of cognitive decline and so patients retain the capacity for awareness of their disabilities. The nature of the disorder is likely to provoke an emotional response. The onset of the disease provides an illustration of the working of psychosocial stress model outlined in the next chapter. Although ALS patients confront the disorder with courage (B.S. Gould, 1980), the debilitation caused by the diseas e challenges the capacity to adjust in even the most resolute individual. Luloff (1986) describes the demands and emotional sequelae of the disease as follows: Loss of resources — physical, psychological, social, and economic — evokes grief and depression. As the patient anticipates experiences or experiences failures in mastering problems and challenges of everyday life, he develops feelings of helplessness†¦. Helplessness and failure, real or anticipated, lead to decrease of self-esteem, sense of worth, dignity and confidence.Anger becomes mixed with fear and accentuated by limitations in ability to master everyday problems, in achieving relief from tension, and in providing oneself with gratifying experiences. Anger is often directed against oneself for being damaged, helpless, and worthless, and a failure. . . . Anger is also directed against other persons, and at natural processes which appear to be increasingly harsh and threatening as the individual becomes progressively impaired and weaker. (p. 268) Although anecdotal reports of depressive and emotional reactions are common in the literature, few studies have examined emotionality in ALS systematically.Houpt, B. S. Gould, and Norris (1977) found that the incidence of depression in ALS was comparable to that in cancer patients. About 65% of the ALS patients scored in the nil-mild range on the BDI, 32. 5% were moderately depressed, and 2. 5% were severely depressed. Other reactions to ALS have been cited in clinical reports including denial (Tandan & Bradley, 1985), guilt (Luloff, 1986), and diminished self-esteem (Ringel, 1987). Emotional lability and inappropriateness have also been reported on occasion (Gallagher, 1989). These symptoms have been attributed to damage to brainstem nuclei.Controlled investigations of psychiatric symptoms suggest these are not a consequence of ALS (Houpt et al. , 1977; Peters, Wedell, & Mulder, 1977). Families and caregivers are likely also to feel dist ressed by the onset and progress of the disease. The physical deficits reduce the patient's mobility and communication, leading to greater dependence on the family for emotional and functional support. The demands involved in caring for the ALS sufferer at home can result in the caregiver feeling alone, housebound, and unappreciated. Financial concerns and preexisting family conflict may accentuate these problems (Ringel, 1987).For spousal caregivers there are many changes in role to be contemplated. Finally it is important to recognize that many people with ALS adapt to their illness in a creative, positive, and stoical manner. In an insightful commentary, B. S. Gould (1980) described how many ALS patients project a positive aspect to the people around them. Although this may mask a deeper and realistic concern or fear, the use of some degree of denial may represent an adaptive response to the disease. In his view, the role of the counselor may be to provide a supportive environmen t in which this despair may be acknowledged:The ALS patients in our series frequently maintained a strategy of partial denial throughout their illness, but in a most healthy fashion. Reality was not denied as much as redefined; the most distressing immutable aspects of the disease were not part of ordinary conscious functioning, and hope was maintained. Under safe conditions that allowed reflection and ventilation, however, the second-order denial was easily overridden; distressing awareness was allowed to enter the consciousness in a controlled fashion, and considerable dysphoric tension was discharged.Treatment Highlights In view of the fact that by far there is no treatment for ALS and there is no known cure. Current theraphy consists of a daily dose of an experimental drug. For this reason, it is still best to count on the available resources for the treatment of ALS. The drug myotrophin will be injected twice a day, alternating left abdomen, right abdomen, left thigh, right thi gh to reduce scarring, as well as regular visits from occupational and physical therapists. Neither drug is really thought to do much, but they are all there is right now.The physical therapy controls the rate of atrophy and minimizes edema in the extremities. It is also helpful to ingest huge amounts of vitamins. Three thousand milligrams a day of vitamin C and 800 milligrams of vitamin E, both of which are thought to be especially important in protecting the outer nerve cell sheath. Sublingual B12, antioxidants, CoQ10 and other dietary supplements are also thought to slow the disease’s progression. Ventilation is Still on Top From the patients’ perspectives, there are certain issues on the use of mechanical ventilation for the treatment of ALS.These may include the examination of the process of and factors involved in decision making by people severely disabled by the disease by the time they face the choice of whether to use the support of mechanical ventilation. Mo reover, issues that should also be addressed will include patients’ impact on family, the decision as related to level of disability, and the ventilation availability through a nasal mask. Research format will include several general questions along with a demographic information questionnaire.These general questions will focus on obtaining information about the process of the participant in their consideration of the use of mechanical ventilation, their current decision on the use of mechanical ventilation, the influence of others, and their decision’s commitment. Interviews will also be utilized for the participants so that they will be rated according to their function in the areas of speech, swallowing, lower and upper extremities with the use of ALS Severity Scale as designed by Hillel et al.(1989). The scale allows for rapid, ordinal measurement of the aforementioned areas. Each symptomatic area is rated from 1 to 10, with 10 indicating normal functioning and 1 r eflecting the most severe disablement. A total score of 40 would denote normal functioning in all four areas. Since several participants were unaware of available ventilatory options, the physician on the research team individually met with the participants who had not already gained knowledge concerning ventilatory methods.During these meetings, the physician imparted basic information on the following: the disease process that leads to respiratory insufficiency, simple measures such as positioning in alleviating respiratory distress, the capability to discontinue use of assisted ventilation, availability of palliative measures in end-stage ALS, care needs of people with the use of mechanical ventilation (such as suctioning of excess secretions; management of the ventilator itself, including arrangement for regular maintenance; and possible necessity of a caregiver 24 hours a day), and types of mechanical ventilation.The two basic methods of mechanical ventilation are a nasal mask and a tracheostomy. A tracheostomy is a surgical opening into the trachea to which a ventilator hose is connected. The nasal mask method is noninvasive and involves wearing a plastic mask apparatus over the nose, held in place by a strap around the back of the head. The mask can be awkward and uncomfortable and may slip out of place at night. Limitations In view of the reason that only a limited time was allowed for completion of the work, fiscal and temporal constraints were in effect, thus limiting the size of the subject sample.The principal author was also the clinical social worker for the participants. The principal author's familiarity with the participants may have influenced the selection process and the responses of the participants. Patients who had no means of communication were not approached to take part in the study. Participant population was unequally distributed by gender, as there were 11 men and two women, and by race, as all were white. All participants had a co mparable baseline knowledge of ventilatory methods.Four participants were atypical of classical ALS in that they had been diagnosed as having the disease for between nine and 23 years. A significant portion of the interviews with those participants already using mechanical ventilation was retrospective and based on recall. Not all participants answered all questions, and not all questions were applicable to all participants. Results may not be replicable with a different or larger sample. Conclusions Both past and present researches have failed on their quest for the cure or treatment of ALS.While this is apparently true, there are nevertheless several treatments that are found to be promising and responsive to patients. Individually, a specific approach may not be effective enough for treating ALS but a collaboration and combination of all known and practiced treatments is proved to be helpful. By now, this is the least that we can do for treating ALS while attempts are made in fin ding a cure for this certain incurable disease. References Caroscio J. (Ed. ). (1986). Amyotraphic lateral sclerosis: A guide to patient care. New York: Thieme.Gallagher J. P. (1989). Pathologic laughter and crying in amyotrophic lateral sclerosis: A search for their origin. Acia Neurologica Scandinavica. 80, 114-117. Gallassi R. , Montagna P. , Ciardulli C. , Lorusso S. , Mussuto V. , & Stracciari A. (1985). Cognitive impairment in motor neuron disease. Acta Neurologica Scandinavica. 71, 480-484. Gould, B. S. (1980). Psychiatric aspects. In D. W. Mulder (Ed. ), The diagnosis and treatment of amyotrophic lateral sclerosis (pp. 157-168). Boston, MA: Houghton Mifflin. Hillel, A. D. , Miller, R. M., Yorkston, K. , McDonald, E. , Norris, E H. , & Konikow, N. (1989). Amyotrophic Lateral Sclerosis Severity Scale. Neuroepidemiology. 8, 142-150. Houpt J. L. , Gould B. S. , & Norris F. H. (1977). â€Å"Psychological characteristics of patients with amyotrophic lateral sclerosis†. Psyc hosomatic Medicine. 39, 299-303. Hudson A. J. (1981). â€Å"Amyotrophic lateral sclerosis and its association with dementia, Parkinsonism, and other neurological disorders: A review†. Brain. 104, 217-247. Iwasaki Y. , Kinoshita M. , Ikeda K. , Takamiya K. , & Shiojima Y. (1990).â€Å"Cognitive impairment in amyotrophic lateral sclerosis and its relation to motor disabilities†. Acta Neurologica Scandinavica. 81, 141-143. Luloff P. B. (1986). â€Å"Reactions of patients, family, and staff in dealing with amyotrophic lateral sclerosis†. In J. Caroscio (Ed. ), Amyotrophic lateral sclerosis: A guide to patient care (pp. 266-271). New York: Thieme Publishers. Peters P. K. , Wedell M. S. , & Mulder P. W. (1977). â€Å"Is there a characteristic personality profile in amyotrophic lateral sclerosis? † Archives of Neurology. 35, 321-322. Poloni M. , Capitani E.Mazzini L. , & Ceroni M. (1986). â€Å"Neuropsychological meas ures in amyotrophic lateral sclerosis and t heir relationship with CT-scan assessed cerebral atrophy†. Acta Neurologica Scandinavica. 74, 257-260. Ringel S. P. (1987). Neuromuscular disorders. New York: Raven. Rowland L. P. (1987). â€Å"Motor neuron diseases and amyotrophic lateral sclerosis: Research progress†. Trends in Neurosciences. 10, 393-397. Tandan R. , & Bradley W. G. (1985). â€Å"Amyotrophic lateral sclerosis: Part 1. Clinical features, pathology, and ethical issues in management†. Annals of Neurology. 18, 271-280

The Reiss

The Reiss The Reiss-Epstein-Gursky Anxiety Sensitivity Index (ASI-R) is the psychological assessment instrument which is used to measure such a variable as the anxiety sensitivity which can be explained as the fear of anxiety.Advertising We will write a custom assessment sample on The Reiss-Epstein-Gursky Anxiety Sensitivity Index specifically for you for only $16.05 $11/page Learn More Thus, the anxiety sensitivity is the fear of the anxiety-related factors which can lead to the negative and threatening physical, psychological, and social consequences. To have the opportunity to receive the important information on the patient’s level of the anxiety sensitivity, Reiss developed the ASI-R as the 16-item measurement which is rated on a 5-point scale. The original ASI-R was developed and improved with references to Epstein and Gursky’s researches. The ASI-R is used to determine whether the patient is characterized by the high anxiety sensitivity, and the t est is effective to identify the patients who suffer from the panic disorder and from the posttraumatic stress disorder (Barlow, 2004, p. 350; Reiss-Epstein-Gursky Anxiety Sensitivity Index, 2014). While choosing the appropriate and valid psychological assessment instrument, it is necessary to refer to the aspects of the decision theory and such indicators as the hit rate, miss rate, false positive errors, and false negative errors which can influence the test interpretation procedure and the overall validity of the psychological assessment instrument. Correct and incorrect decisions related to interpreting such a psychological assessment instrument as the ASI-R are based on discussing the hit rate, miss rate, false positive errors, and false negative errors, and they can affect the accuracy of the test interpretation and following diagnosis. It is also important to determine what type of errors can be discussed as acceptable while conducting measurements.Advertising Looking for assessment on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Definitions of Hits, Misses, False Positive Errors, and False Negative Errors in Relation to the ASI-R While interpreting the psychological assessment instrument such as the ASI-R, correct decision should be based on the analysis of the hit rate. From this point, the hit rate is the number of those persons who possess the qualities measured with the help of the analyzed assessment instrument (Cohen, Swerdlik, Sturman, 2012, p. 169). These identified people are discussed as having the definite characteristic or quality. Referring to the ASI-R, it is important to note that ‘hits’ are the measure which are related to those persons who are determined as characterized by the certain level of the anxiety sensitivity. The correctness of the decision made by the psychologist also depends on the miss rate. ‘Misses’ are the failures in identifyin g the patients who are characterized by the certain attribute or characteristic. The miss rate determines those people who were not identified appropriately as possessing the certain attribute or characteristic (Cohen et al., 2012, p. 169). The ASI-R is developed according to the principles of the self-report, and the test can be proposed for individuals and for the groups of people. That is why, the ‘misses’ can be identified only while focusing on the anxiety sensitivity examined in the group of clients. ‘Misses’ can also be discussed as false negative and false positive errors. False negative errors are the ‘misses’ which are associated with stating that the person possesses the definite attribute in spite of the fact that the person is not characterized by the certain quality (Cohen et al., 2012, p. 169). Referring to the ASI-R, it is possible to note that false positives occur when the persons who really do not have the high level of the a nxiety sensitivity are identified as possessing this quality.Advertising We will write a custom assessment sample on The Reiss-Epstein-Gursky Anxiety Sensitivity Index specifically for you for only $16.05 $11/page Learn More False negative errors can be defined as the ‘misses’ which occur when those persons who possess certain qualities are identified as not having them (Cohen et al., 2012, p. 169). Discussing the case of the ASI-R assessment, it is important to note that false negatives and false positives are typical for the test because the ASI-R is based on the principle of the self-report, and the factor of subjectivity can prevent the psychologist from receiving the accurate results to conclude on the problem effectively. How Hits, Misses, False Positive Errors, and False Negative Errors Might Apply to Interpreting the Construct Measured by the ASI-R The ASI-R is discussed as the traditional psychological assessment instrument used to mea sure the patients’ fear of anxiety. The assessment tool is designed as the self-report that is why hits, ‘misses’, false positive and false negative errors can affect the process of interpreting the anxiety sensitivity measured by the ASI-R significantly. While focusing on the hits, it is important to pay attention to the fact that the ASI-R is the multidimensional psychological assessment instrument that is why it is necessary to determine the level according to which the anxiety sensitivity is characteristic for the person. On the contrary, it is rather difficult to determine the hit rate because the accurateness of the test results depends on the level of the observed anxiety sensitivity without references to the number of persons examined with the help of this psychological assessment instrument (Barlow, 2004, p. 350). As a result, the focus on hits and the hit rate is not reasonable for the ASI-R.Advertising Looking for assessment on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, while referring to the examination of the groups with the help of the ASI-R, it is important to state that the hits and misses play the important role in interpreting the anxiety sensitivity as the construct measured by the assessment tool. In spite of the fact that the ASI-R is based on the principle of the self-report, the percentage of persons who can be identified wrongly according to the ASI-R or the percentage of ‘misses’ cannot be rather high because of the people’s focus on their fears and anxiety while answering the proposed questions. There are situations when false positive and false negative errors can be observed in relation to measuring the anxiety sensitivity. Referring to the interpretation of the construct, it is important to note that false positive and false negative errors are closely associated with the factor of subjectivity and inadequate perception of the situation (Hunsley Mash, 2008, p. 236). Certain psychological problems and disorders can influence the persons’ data, and these factors can lead to false positive and false negative errors. In this case, false positive errors as the determined ‘misses’ can be discussed as acceptable types of errors in relation to the ASI-R because such results can stress on the persons’ other psychological problems and fears. How Hits, Misses, False Positive Errors, and False Negative Errors Can Affect the Evaluation of the ASI-R’s Validity While discussing the question of the ASI-R’s validity, it is important to note that hits, ‘misses’, false positive and false negative errors can affect the evaluation of this psychological assessment instrument. Validity can be defined as the test’s characteristic according to which the assessment tool can be discussed as measuring the certain construct effectively or non-effectively. Referring to the validity of the ASI-R, it is necessary to focus on the effectiveness of the assessment tool in relation to measuring the anxiety sensitivity. In spite of the fact that the ASI-R is usually discussed as characterized by the good internal consistency, such factors as the hits, ‘misses’, false positive and false negative errors can influence the general appropriateness of the ASI-R for measuring the level of the patients’ anxiety sensitivity. The hit rate is not appropriate to be discussed as influencing the validity of the ASI-R because the assessment is mainly used to measure the anxiety sensitivity in individual patients. The issue of ‘misses’ can affect the procedure of evaluating the test’s validity because of the necessity to decide on the test’s sensitivity and specificity (Barlow, 2004, p. 350). Nevertheless, the failure to identify the patients suffering from the high level of the anxiety sensitivity is minimal because of the test’s focus on determining the patients with panic disorders. The false positive and false negative errors’ role in discussing the validity of the ASI-R is also minimal because the percentage of false negatives and false positives is usually low while discussing the ASI-R results (Hunsley Mash, 2008, p. 236-237). Nevertheless, there are situations when the determined anxiety level makes the psychologists provide wrong conclusions about the psychological disorders. However, the ASI-R is discussed as useful to make decisions regarding the patients’ level of the anxiety sensitivity and associated psychological disorders. Conclusion Different correct and incorrect decisions can occur while interpreting the ASI-R because of the impact of the observed hits, ‘misses’, false positive and false negative errors. However, these issues can affect the psychologist’s decision regarding the patient’s state minimally because the ASI-R is designed appropriately, and it is characterized by the high validity. While referring to th e range of acceptable errors, it is possible to determine false positive errors as acceptable while interpreting the ASI-R results. References Barlow, D. (2004). Anxiety and its disorders: The nature and treatment of anxiety and panic. USA: Guilford Press. Cohen, R. J., Swerdlik, M., Sturman, E. (2012). Psychological testing and assessment: An introduction to tests and measurement. USA: McGraw-Hill Education. Hunsley, J., Mash, E. (2008) A Guide to Assessments That Work. USA: Oxford University Press. Reiss-Epstein-Gursky Anxiety Sensitivity Index. (2014). Web.

More Words That Turn on the Root Vert

More Words That Turn on the Root Vert More Words That Turn on the Root Vert More Words That Turn on the Root Vert By Mark Nichol A recent post dealt with many of the English words based on the Latin verb vertere, meaning â€Å"turn,† focusing on those that precede the root vert with a prefix, and their various grammatical forms. This follow-up post defines some additional words in the vertere family: those beginning with vert. Those with the variant stem vers rather than vert will be outlined in a subsequent post. Vertigo originally meant â€Å"a spinning or whirling movement† and later came to refer to a form of dizziness in which the sufferer has a sensation suggestive of spinning or whirling. The related adjective is vertiginous, which also applies neutrally to any spinning motion or judgmentally to frequent and unnecessary change. A vertebra (plural: vertebrae) is a segment of the system of bones that constitute the spine, or backbone, of vertebrates; that last word refers to two classes of animals, the higher and lower vertebrates, possessing a spine of bone or cartilage or a similar process. It also serves as an adjective, as does vertebral- the spinal column is also called the vertebral column- and as an adjective, vertebrate also means â€Å"well formed or â€Å"well organized,† though this usage is rare. The connection to vertere is of the spine’s hinge-like quality, which allows animals to turn or bend their bodies. An invertebrate is an animal lacking a spine or a similar process. In Latin, vertex and vortex both mean â€Å"whirl,† but in English the terms are distinct: Vertex applies to the top of the head, the highest point (such as a summit), or a point farthest from the base of an object or shape. (It also applies in geometry to the point at which two lines or curves meet.) A vortex, meanwhile, is a literal or figurative whirlpool. The adjective vertical is related and in one sense means â€Å"located at the highest point† but usually means â€Å"upright† or â€Å"lengthwise† and is an antonym of horizontal. In economic and sociological contexts, it can refer, respectively, to the scope of activity in the production of goods or to hierarchy. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:10 Rules for Writing Numbers and NumeralsFlier vs. FlyerDozen: Singular or Plural?

Sexual studies biology assignment 2 (another persos assignment) Essay

Sexual studies biology assignment 2 (another persos assignment) - Essay Example This was done through a systematic analysis of various articles concerned with the incidence, pathophysiology, and treatment of antidepressant-associated sexual dysfunction (Higgins 141). Management of sexual dysfunction through medical assessments has been deemed to be one of the most important steps in addressing the problem. This may include the following: eliminate other potential factors for sexual dysfunction (e.g. alcohol, age, substance abuse); exclude the effects of using medications other than antidepressants (e.g. diabetes management medications, cardiovascular system medications, nervous system disorder treatments); and exclusion of the residual effects of depression or the use of anti-depression drugs (Higgins 146). Once all factors have been ruled out and the effects of the antidepressants still persist as the main cause of sexual dysfunction, possible options for patients can include gradual reduction of antidepressant dosage, replacement or switching of antidepressant s from SSRI to non-SSRI, adjunct drug treatment or the use of drugs to counteract side-effects, not using antidepressant drugs a day before engaging in sexual activity, or undergoing cognitive behavioral therapies (CBT) using a combination of biological and psychosocial approaches in dealing with and understanding the mechanics of sexual dysfunction (148). ... Sexual dysfunction is a very sensitive topic, and as such must be tackled as holistically and as open-mindedly as possible, both by the patients as well as the professionals that they work with. It is very important that patients are fully-informed about the possible causes of sexual dysfunction and how these issues can be addressed, especially when the patients are taking antidepressants or using other kinds of drugs. This is because there is a high possibility that they feel less empowered as a result of accepting that they have lower sexual drive as well as their battles against depression, and they may not be fully aware of the possible connection for this, let alone it being common among users of antidepressants. This article is able to provide important details on how to handle sexual dysfunction while taking antidepressants, as it has been mentioned that individuals may respond differently to the treatments enumerated. Also, it also serves as a reminder that not all mental ill nesses depend on pharmacological therapies alone as there are some other ways to cope with this problem, and that by reducing the dependence on drugs that could possibly inhibit sexual responses, patients have greater chances of improving their sex lives simply through adjustments of medications or behavior. Mental health specialists and clinicians can benefit from this article by providing their patients with alternative solutions in addressing either or both issues of depression or of sexual dysfunction as a result of the use of antidepressants, and in effect can give a chance for patients to have access to a better sexual health as a result of a few changes in their anti-depression

The Reinvention of Marriage Essay Example | Topics and Well Written Essays - 750 words

The Reinvention of Marriage - Essay Example Marano wrote about marital therapist Liberty Kovacs' research and findings, based on theoretical bravado from group dynamics, theories of adult development, and family systems, of the six stages that marriages go through. Kovacs developed a system which tracks the paths of marital relationships as they evolve in intimacy and mutuality and finds that these paths are predictable in marriages. The six stages are highly distinct and marriages do not necessarily move from one stage to the next in an orderly fashion. A marriage may be stuck in one stage for years or it may go back to another stage. Instead of progressing in a linear pattern, the stages move in a circular pattern. The six stages include: Stage One-Romance (Honeymoon) Fusion; Stage Two-Expectations Compromise; Stage Three-Power Struggle; Stage Four-Seven-Year Itch Competition; Stage Five-Reconciliation Cooperation; Stage Six-Acceptance Collaboration. Being able to look at marriage as a predictable pattern, which involves phases that couples go through, helps couples to be aware of what they are going through and how to deal with them. The knowledge that these phases are part of what marriages go through helps couples to know that this is a natural cyclic process and that they are not alone as all marriages go through these stages in time, as research has discovered. ... Being aware of the stages of marriage allows a couple to customize and design a marriage that will help them work through the six stages then instead of trial and error attempts at a guessing game, there is a more tried and true approach. Couples are able to view the blueprint as they are aware of the stages and can customize the path/solution to take. A strong marriage does not happen overnight and instant gratification should not be what one looks for. Poor conflict management is the key in developing a healthy marriage as it moves through the stages. The art of arguing, as Kovacs calls it, is learning how to communicate effectively and to learn the skills of problem solving. It is important that men and women understand their differences in how they handle conflict and experience pain. By understanding each other's points of view and natural way of responding, conflict management and problem solving can be more easily accomplished. Along with better conflict management methods "th e positive affect", or the expression of affection, must also be incorporated. A sense of humor, empathy, agreement, and other positive actions are aspects of "the positive affect" which shows expressions of affection. This article is relevant to psychology because as the "Elmer" Social Science Dictionary (2003) defines the word psychology, it deals with the "Scientific study of human behavior, mental processes, and how they are affected and/or affect an individuals or group's physical state, mental state, and external environment. Its goal is to describe, understand, predict, and modify behavior." The findings of this article and the research that was conducted can be applied toward not only marriages but basically, any