Category: Uncategorized

Controversy regarding the removal of Confederate monuments? (L-C)

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The entire purpose of Confederate monuments is to commemorate racial supremacy. According to a Stanford historian, Controversies over Confederate monuments and memorials are part of an overdue racial reckoning in USA. In addition to the fact that Confederate Memorials glorify violent racism and violence against African Americans, they reinforce racial stereotypes that are used still today to denigrate civil rights activists and Black Lives Matter supporters as terrorists. The move by Stanford University’s Board of Trustees to remove a statue of a Confederate soldier from its campus was in keeping with the progressive political movement spearheaded by Black Lives Matter and Students for Justice in Palestine (Gåddie, & Evans, 2021).

The school’s board is mostly White, and most of them are Green Party members or Socialists who support the removal of Confederate statues because they believe this is what “progressives” want. That is the state of Stanford University, a mainly White institution located in the rich Silicon Valley enclave, where leftist propaganda is used to manipulate students into accepting that the statues must come down because they give off an “uncomfortable feeling” and are part of a “segregationist legacy” (With these racist markers in place, there can be no peace, 2022)

The hypocrisy is that many of Stanford University’s history professors who give lectures on Nazi Germany and its attempts to exterminate Jewish people are themselves Jewish. But many Jews were not killed by Nazis. They were largely spared, so they can safely teach classes on how millions were murdered. And how did they get that way? By no-platforming critics of their narrative (Gåddie, & Evans, 2021). At a recent Students for Justice in Palestine rally, a speaker complained that “anti-Semitism is rampant” on college campuses across the USA. But, of course, it’s not rampant at Stanford University and others like it, where Jewish students are shielded from criticisms of their policies and culture. This whole charade is done purposefully to attract donations to Jewish causes.

Reference

Gåddie, K., & Evans, J. J. (2021). A Systems Approach to Understanding Community Power in the Debate over Confederate Monuments. Social Science Quarterly, 102(3), 1128-1150.

With these racist markers in place, there can be no peace. (2022). Retrieved 4 February 2022, from https://edition.cnn.com/2020/06/01/opinions/confederate-monuments-george-floyd-protests-history-cox/index.html

Motivation Strategies in Teaching

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Introduction

Motivation has been one of the most valued concepts in varied environments including business, home and school. This may primarily be a result of the recognition that motivation has a bearing on the productivity of individuals in all these environments. Motivation, however, is an abstract term whose definition varies especially considering that it cannot be scientifically measured (Wenzel & Wigfield, 2009). Nevertheless, the term is used to underline varied processes and effects that have a common core in the acknowledgement that any organism would chose a certain behavior because of the likely consequences, then executes the behavior with certain energy along a certain path (Klassen et al, 2010). It is well recognized that there exists a positive correlation between motivation and leaning, with research showing that students who are motivated would be likely to put more energy in their learning, participate actively in it and realize better outcomes, as well as feel good about the process (Klassen et al, 2010). It is not surprising, therefore, that volumes of literature and models have been crafted to guide the process of motivation. Two of these are the ARCS model by John Keller and the Motivational Framework for Culturally Responsive Teaching by Raymond J. Wlodkowski. These two models are similar and different in varied ways.

In examining the two models, Klassen et al, (2010) noted that both models are dependent on the subject finding meaning in what he or she is doing so as to be interested. In ARCS model, the student would have to find the learning activity relevant and applicable in his or her life. This is the same case for Wlodkowski’s model, where the learner would be motivated after developing a certain attitude through ensuring personal relevance, as well as choice. Samadi (2010) also noted that the two models have motivation tied to the end result. In Wlodkowski’s model, the fourth essential component revolves around engendering competence through the creation of the understanding that the learners will gain knowledge on something about which they want to learn. This is the same case for ARCS model, where Kelly states that learning has to give satisfaction or a certain reward in the form of praise, sense of achievement or mere entertainment (Samadi, 2010) This may be done through giving learners the feeling that the skills acquired are beneficial by offering opportunities for their application. However, the two models differ in that Wlodkowski’s model seems to use emotions in enhancing motivation among learners. An instructor would have to establish inclusion through the creation of connectivity and respect between him and the learners (Samadi, 2010). ARCS model, on the other hand, strives to create no such connection or appeal to the emotions of the learner, rather the goal of motivation is tied to the satisfaction that the learner would achieve in the end (Wenzel & Wigfield, 2009).

ARCS model was recently applied in the classroom to improve the performance of ladies in sciences and mathematics. The tutors posed problems to the students to enhance their attention. This was complemented by breaking into groups to enhance participation. The relevance of pursuing sciences was underlined by the fact that these are core subjects that have a bearing on the overall performance, while the confidence of students was enhanced through providing feedback and attributing any success to their effort in the same. Satisfaction was guaranteed through providing feedback, as well as reinforcing the behavior with gifts and rewards alongside the high marks.

While both motivational strategies are credible, I find the ARCS more practical in my workplace. This is especially considering that it does not depend on emotional attachment between one party and another rather it is solely tied to the satisfaction or reward that an individual would gain in the end (Wenzel & Wigfield, 2009).

References

Klassen, R.M., Ang, R.P., Chong, W.H., Krawchuk, L.L., Huan, V.S., Wong, I.Y.F., & Yeo, L.S. (2010). Academic procrastination in two settings: Motivation correlates, behavioral patterns, and negative impact of procrastination in Canada and Singapore. Applied Psychology: An International Review, 59(3), 361-379.

Samadi,M.(2010). Investigating the relationship between the dimensions of motivational orientations, learning strategies, and determining the contribution of these variables in explaining academic achievement .Journal of Research Institute of Education Studies.

Wenzel, K. R., & Wigfield, A. (2009). Handbook of motivation at school. New York, NY: Routledge, Taylor & Francis Group.

Case Review and Counseling Plan

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Nicole and Tanya have two main issues that the therapist has to address for their relationship to work. Tanya has been hesitant to tell her parents about her sexual orientation and her lifestyle because she is afraid that they will reject her. Nicole, on the other hand, does not understand why Tanya cannot tell her parents about them, and especially when they are about to start a family and become more serious. This paper will review two main intervention approaches or techniques that the psychologist can use to help them establish a successful relationship.

There are two types of intervention techniques that a therapist can use to help this couple. These two include emotionally focused therapy and integrative behavioral couple’s therapy. The integrative behavioral couples therapy is an approach that is derived from behavioral couples therapy technique that usually puts much of its efforts not only on change of behavior, but also puts a substantial amount of focus on the acceptance of the problem that is impossible or difficult to change (Christensen & Heavey, 1999). In the case of Tanya and Nicole, their problem is that Nicole feels unaccepted by Tanya because she has not come out to her family fully about their relationship. Tanya feels pressured because she feels like her family might reject her if she does as Nicole is asking.

The therapist may help this particular couple to reformulate its challenges as differences other than deficiencies in order for the therapist to promote acceptance. This way, Nicole can understand that people are different, that her parents and Tanya’s are different, and that their reactions might differ. The therapist can use this approach to help the couple express some of their most vulnerable feelings that usually lie behind most behaviors (Christensen & Heavey, 1999). For instance, Tanya has fears that she might lose her family forever if she ever tells them of her lifestyle and sexual orientation. The therapist must make Nicole understand these feelings and fears so that she eliminates her fears that Tanya is hesitant with the news because she is not committed. This can also make Tanya understand Nicole’s fears.

This approach is also useful as it helps the couple carry out an analysis that is objective of the problematic patterns mist couples experience. Additionally, the technique can be beneficial in reenacting of behavior that is undesirable in a manner that increases and develops tolerance. This way, the couple can learn to be patient with each other, and can learn to tolerate each other. Therapists have designed these strategies to increase and promote acceptance between couples, and they may foster change indirectly in the problematic area and increase the closeness between the couple (Christensen & Heavey, 1999).

Emotionally focused therapy, on the other hand, explains the distress experienced in relationships with the use of the attachment theory, rather than through changing behavior (Greenberg & Johnson, 1988). This approach involves the identification of interaction cycles that are problematic between partners and the emotions basing these cycles. Therapists believe that distress experienced in relationship arises when bonds of attachment are disrupted or when these bonds have not been fully developed, resulting to couples engaging in rigid and tensional interactional patterns that prevent closeness. This kind of therapy works to help such couples recognize their experience in emotions in the restructure and relationship their interactions form in order to come up with a relationship that is more satisfying. The therapists and the couple work hand in hand to redefine and reprocess the relationship in a manner that it allows them a closer and secure attachment base for their relationship (Jacobson& Christensen, 1996).

References

Christensen, A. & Heavey, C. L. (1999). Interventions for Couples. Annual Review of Psychology 50:165–190.

Greenberg, L. S. & Johnson, S. M. (1988). Emotionally Focused Therapy for Couples. New York: Guilford Press.

Jacobson, N. S. & Christensen, A. (1996). Integrative Couple Therapy. New York: Norton.

Active learning is better than passive learning

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Introduction.

Learning is a process whereby a person mostly referred to as a teacher pass on knowledge to recipients known as students. This process can take place in many ways including and not limited to lectures, video conferencing and referrals. This paper tries to show that active learning is better than passive learning.

To understand these forms of learning we take a look at each. Passive learning is a non-interactive way of passing knowledge from the teacher to the student. The student simply listens to what the teacher has to offer without questioning or contributing in any way. Active learning on the other hand is where a teacher passes on what he or she knows to the student while seeking to establish what the student also knows regarding the topic of discussion. This can be achieved by use of open ended questions CITATION Dea01 l 1033 (McManus, 2001). The main reason for having this topic under scrutiny is to get more light why most people go to school but still remain in the same or slightly improve the state of understanding of study areas.

In order to get in-depth insight on these two learning methods we ask the question,”what are the concentration levels in both learning methods?” Focusing on passive learning we establish that concentration levels are low among students. This is brought about by low or non-participation in the learning process. Human concentration is greatly reduced if not faced with spontaneous activities within the environment. Due to the low concentration levels students don’t grasp entirely what they are taught CITATION Nor07 l 1033 (Herr, 2007). They also develop a negative attitude towards such classes. On the other hand active learning has high concentration levels among students due to their participation in the learning process. Students feel the urge to own the knowledge being transmitted to them thus ask questions whenever need arises. This levels of participation makes them alert thus can stay focused for longer periods than students in a passive learning class.

Another question we need to ask ourselves is “how do students respond to questions in an exam after undergoing through a passive or active learning process?” Students who have been through passive learning simply download what they were taught in class. This is evidenced by the similarity on what their teacher gave them either in note form or speech. Most of these students strive to cramming rather than understanding concepts. Active learning produces students who have grasped the context being taught in a way that they can explain it without necessarily using their teachers’ words CITATION Bar95 l 1033 (Barr, 1995). In an exam situation you find that they write what they know about the topic being assessed rather than what the teacher said.

Conclusion.

Active learning has been found to be better as it involves the participation of all learning participants. This also ensures that students don’t go to school to get information but to learn. It has been proved that active learning helps in self assessment of the teacher. The teacher gets to know whether the knowledge intended for the students has been grasped well. Active learning helps students to apply whatever knowledge they have effectively. This is due to the fact that the concept is properly understood and can be remembered with ease.

Works Cited

BIBLIOGRAPHY Barr, R. (1995). teaching to learning. Change Magazine , 13-25.

Herr, N. (2007, 06 14). Passive vs. Active Learning. Retrieved 05 18, 2013, from The Source Book For Teaching Science: http://www.csun.edu/science/ref/pedagogy/active-passive/active-passive-learning.html

McManus, D. A. (2001). The Two Paradigms of Education and the Peer Review of Teaching. Geoscience Education , 423-434.

Case Scenario

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Pathophysiology between Diverticulitis and Diverticulosis

Collectively diverticulitis and diverticulosis are referred to as diverticular diseases, and both occur in the large intestine. They also share the same feature of diverticula, a pocket or protrusion in the colon wall. Diverticular disease is categorized by the presence of tiny pouches in the wall of the large intestine; diverticulosis develops when these pouches push through the colon’s thin outer muscle layers; it may occur everywhere in the colon but is more common in the sigmoid and descending colons (Ghoulam, 2019). Diverticulosis is categorized by saclike protrusions formed when conic submucosa and mucosa are herniated via the large intestine’s muscle layer defects. Besides, diverticulosis may sometimes become symptomatic, resulting in severe complications. According to Elisei and Tursi (2018), diverticulosis has been studied for decades, but researchers have recently revised the pathophysiologic theory that underlies the condition. Even though constipation is no longer thought to be the primary cause of diverticulosis, it is still essential to recognize that there are likely other causes, from structural changes in the colonic wall to microbial dysbiosis that contributes to the development of diverticulosis.

Furthermore, inflammation of the diverticulum also causes Diverticulitis. Diverticulitis is the infection and inflammation in a single or more diverticulum. Diverticulitis develops when bacteria and food in the diverticulum produce inflammation and infection, which can impede drainage and result in abscess formation or perforation. Besides, ten percent or more of patients with diverticulosis will develop Diverticulitis. Diverticulitis can exist as either a chronic or an acute process. In 10%-25% of individuals, diverticulosis will progress to Diverticulitis, the disease’s most serious consequence. Pathophysiologically, Diverticulitis develops when fecalith blocks off the diverticulum sac, causing discomfort of the mucosa and subsequent low-grade congestion, irritation, and additional diverticulum blockage (Rezapour et al., 2018).

Clinical Findings Backing up Acute Diverticulitis Diagnosis in the Case

Some of the clinical results from this case that backing up acute diverticulitis diagnosis include; positive stool for occult blood, which is due to the of erosion and destruction of the arterial blood vessels leading to bleeding, low-grade fever of about 100.20 F caused by dehydration and infection, and the patient suffering from left lower quadrant (LLQ) ache of the abdomen convoyed by vomiting, nausea, and constipation. This is caused by recurrent local inflammation of the diverticula. Also, the large bowel may be slender with fibrotic strictures, resulting in narrow stools, cramps, and increased constipation, or may sometimes result in intestinal obstruction. Another clinical finding supporting the diagnosis of acute Diverticulitis, in this case, is the flat plate abdominal x-ray which shows a bowel-gas pattern in line with the ileus. In such cases, an abdominal x-ray may indicate free air beneath the diaphragm if a perforation occurs from the Diverticulitis.

Other clinical findings that support acute diverticulitis diagnosis are the patient’s dehydration signs, such as the patient’s poor skin turgor with tachycardia [101 bpm] and mild hypotension [90/60 mm Hg], and the patient having pale mucosa. The signs mentioned above and the symptoms are a clear indication of peritonitis. Besides, peritonitis is a condition triggered by leakage of abdominal organs’ contents into the abdominal cavity, mainly due to inflammation, trauma, ischemia, infection, and tumor perforation. In addition, the clinical finding that the patient has left lower quadrant and has tender to light palpation lacking rebound tenderness supports acute diverticulitis diagnosis. Besides, increased tenderness and abdominal pain indicate signs and symptoms of perforation, which is a surgical emergency. The last clinical finding that supports acute diverticulitis diagnosis, in this case, is the hyper-resonance of the patient’s abdomen to percussion due to air in the peritoneum which shows signs of peritonitis.

Risk Factors for Acute Diverticulitis

Some risk factors that increase the chances of developing acute Diverticulitis include; age, where the probability of developing Diverticulitis increases with age. This is due to cellular hypertrophy, structural changes, and deterioration in the circular muscle layers of the large intestine. Even though older age is often associated with acute Diverticulitis, this relationship is strong per se. The prolonged period in which the colonic wall is susceptible and exposed to other pathogenetic factors plays a vital role in the development of acute Diverticulitis (Alessandra et al., 2018).

Another risk factor that increases the odds of developing acute Diverticulitis is nutrition low in fiber and rich in animal fat. A high intake of animal fat in combination with a low-fiber diet seems to increase the risk of developing acute Diverticulitis. Lastly, opioids, steroids, and nonsteroidal anti-inflammatory drugs such as naproxen, sodium, and ibuprofen are associated with high odds of causing acute Diverticulitis. A high risk of diverticular bleeding is linked with the regular usage of aspirin and nonsteroidal anti-inflammatory drugs (Alessandra et al., 2018).

Why IV Fluids and Antibiotics are Specified in this Case

In this case, since the patient shows clear signs and symptoms of experiencing dehydration, the patient requires to be hydrated with electrolytes and the IV fluids she has lost. In addition, it is clear that the 84-year-old patient is suffering from acute Diverticulitis with noticeable symptoms, and thus hospitalization is urgently needed. In most cases, hospitalization is indicated for those immunocompromised and elderly patients or those taking corticosteroids. Administering IV fluids, withholding oral intake, and instituting nasogastric suctioning in case of distention or vomiting are utilized to rest the bowel. The IV fluids have been indicated in this case since they will be administered to the patient to replace the electrolyte and fluid she has lost. Besides, colloid, fluid, and electrolyte replacement is the main focus in managing acute Diverticulitis (Hinkle & Cheever, 2018). Apart from IV fluids, administration of some quantity of an isotonic solution can be prescribed in this case. Lastly, IV fluids have been specified in this case to help the patient’s gastrointestinal tract restore from the severe bouts of acute Diverticulitis and clear the gastrointestinal tract before certain tests and procedures like colonoscopy, which might be performed on the patient.

Moreover, since the patient is showing signs of infection, antibiotic therapy is required, which is why antibiotics have been indicated in this case. Antibiotic therapy is usually introduced early in the treatment of acute Diverticulitis. In this case, antibiotics have been indicated to stop the inflammation from spreading further (Van Dijk et al., 2018). Besides, these antibiotics can be used as tablets, syrup, or an infusion. During the treatment of acute Diverticulitis, large amounts of broad-spectrum antibiotics are intravenously administered until the exact organism leading to the infection is determined and the necessary antibiotic therapy can be started. In addition, antibiotics such as rifaximin and Flagyl are often utilized to treat GI infections such as Diverticulitis.

References

Alessandra, V., Ginevra, C., Chiara, M., Alberto, B., Antonio, N., Mario, C., … & Gian, L. D. A. (2018). Epidemiology and risk factors for diverticular disease. Acta Bio Medica: Atenei Parmensis, 89(Suppl 9), 107.

Elisei, W., & Tursi, A. (2018). The pathophysiology of colonic diverticulosis: inflammation versus constipation? Inflammatory Intestinal Diseases, 3(2), 55-60.

Ghoulam, E. (2021, November 24). Diverticulitis. Practice Essentials, Background, Pathophysiology. https://emedicine.medscape.com/article/173388-overview#a6.

Hinkle, J. L., & Cheever, K. H. (2018). Brunner and Suddarth’s textbook of medical-surgical nursing. Wolters kluwer india Pvt Ltd.

Rezapour, M., Ali, S., & Stollman, N. (2018). Diverticular disease: an update on pathogenesis and management. Gut and liver, 12(2), 125. DOI: 10.5009/gnl16552Van Dijk, S. T., Bos, K., de Boer, M. G. J., Draaisma, W. A., van Enst, W. A., Felt, R. J. F., … & Boermeester, M. A. (2018). A systematic review and meta-analysis of outpatient treatment for acute Diverticulitis. International journal of colorectal disease, 33(5), 505-512.

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Activism

Activists’ acts may range from letter writing, posters, boycotts, demonstrations, to terrorist acts, in cases where matters get out of hand. More often, activists confront their opposition in swaying their opinion while also gaining support from the general public. Activists seek to educate the public on matters relating to why they are getting involved in activism acts. Parental modeling is somewhat significant in bringing up future activists because many children learn from their parents how to respond to particular situations appropriately. Those who are likely to become prime activists develop a personality while still young. They learn to speak out for themselves whenever they feel emotionally compelled on issues that matter to them. They can also speak on behalf of the others who tend to be shy and fear confrontation. People usually become activists to promote, enact, or intervene in the social, political, economic, or environmental change to reform societal course towards a perceived greater good (Han, Pg. 1). The paper looks to focus on Greta Thunberg’s TEDTalk and Yousafzai’s UN speech.

Being an activist requires boldness, bravery, and some considerations to the issues that matter to the well-being of society. At the age of 15, Thunberg was a recognized environmental activist and had won an essay contest about the environmental issues in a local newspaper. Following her win, she could not relax, and so she started to hold protests at the parliament premises in Sweden. Thunberg vowed to continue with the protests until the Swedish government reconsiders the environmental issues per the world’s agreed carbon emissions target (“Greta Thunberg: Who Is She And What Does She Want?”). The protests took a hit on social media and widely spread across the world. Her hashtag read #FridaysForFortune. Thunberg could miss Friday classes regularly to attend the protests and often urged students worldwide to join her. In a few months, many students started to hold protests across major cities in the world. In 2019, Thunberg did not return to school; instead, she continued to campaign and attend climate conferences. She also traveled to New York to address environmental issues at the UN conference. Upon her return, she refused to board a plane as she was concerned with the environmental issues, and she ended up going back with a racing yacht, which took two weeks. Millions of people applauded Thunberg’s acts across the world, and they started to protest in support of her movement.

The reason as to why people become activists is to speak for their rights and the rights of hundreds of people struggling to achieve the goals of peace, education, and equality (Doshisha.Ed. Pg. 16). Yousafzai understood that millions of people had fallen victim to terrorism acts, and someone has to step up and speak on their behalf. She says of the right to equality of opportunity and the right to education. An activist, she is determined to stop at nothing to achieve her ambitions and life expectations. Yousafzai cannot afford to be weak; either can she display a sign of fear and hopelessness as she has to pursue her dreams. Being an activist, she understands that women’s rights and girlchild education matter to society. Still, the vast majority of the people who should step up for such projects do not care whatsoever. She urges men not to stop fighting for women’s rights, but meanwhile, women need to come forward and fight for what is right for them. The only way to liberate society or rather the oppressed in society is through the activists’ voices. Activists’ words mean a lot to the world and can inspire changes and prosperity.

In conclusion, it takes more than taking out to the streets to air your grievances. Activists face confrontation from the authorities while trying to protests for their rights. Indeed, standing for what is need people who can sacrifice the time, resources, life, more importantly, being bold and courageous. Activists are often interviewed to address why they are protesting and what they think should be done to rectify the situation. To be an outstanding activist, one has to be bold, sacrifice, and courageous. The three aspects can make one standout among the crowd.

Works Cited

“Greta Thunberg: Who Is She And What Does She Want?”. BBC News, 2020, https://www.bbc.com/news/world-europe-49918719.

Doshisha.Ed.Jp, 2020, http://www.doshisha.ed.jp/information/attached/news_20140216yamamoto.pdf.

Han, Hahrie. How organizations develop activists: Civic associations and leadership in the 21st century. Oxford University Press, 2014.

Motivation Techniques used by CISCO

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Motivation Techniques used by CISCO

CISCO is a company that has been in the forefront in producing quality products related to networks among other technologies. This dynamic field requires defined strategies to meet the needs of customers in a competitive line of production. One of these strategies is employees’ motivation as this will improve their performance in relation to creativity among other outputs. There are different techniques used to, but some are more effective in motivating employees than others (Hiam, 2010).

Work-Smart is the leading motivation technique used by CISCO in enhancing employees’ performance. This is where the company creates a culture that appreciates new ideas from employees, improvements in performance, and innovations. The appreciation is mostly through awards or promotions. Such initiatives make employees offer best of their services. The strategy gives answers to why CISCO sells classy products, which dominate the networking industry despite other companies such as TP-Link and D-Link, which produces cheaper products (Boorsma and Mitchell, 2011).

Annual activity schedule is also among the strategic techniques used by CISCO. This defines the work schedule of different departments, where they have to meet the target by the end of the financial year. In this instance, employees will be forced to work using the set guides and this facilitates the company in exploiting human resources to the maximum (Hiam, 2010). The annual activity schedule is designed with the “can’t lose spirit”. This enhances the company’s objective as they will be meet demands of customers and uphold their market share (Locke & Latham, 2009).

Disarming technique is also a technique used to overcome critics from different parties. Practically, critiques are ideals tools, which facilitate identification of loops in services and products. The company motivates employees to criticize these critics by offering better services (Hiam, 2010). This turns out being a defense mechanism, thus improving employee performance.

References

Boorsma, B. and Mitchell, S. (2011). Work-Life Innovation: Smart Work—A Paradigm Shift Transforming How, Where, and When Work Gets Done Available at: http://www.cisco.com/web/about/ac79/docs/ps/Work-Life_Innovation_Smart_Work.pdf

Hiam, A. (2010). Motivational management: Inspiring your people for maximum performance. New York ; Toronto: AMACOM, American Management Association.

Locke, E. A., & Latham, G. P. (2009). Goal setting. Englewood Cliffs, NJ: Prentice-Hall.

Mood and Anxiety Disorders

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Mood and Anxiety Disorders

Depression

This mood disorder is characterized by a consistent feeling of sadness, grief, and being disinterested. Depressive disorder or clinical depression are other terms used to express the condition. Depression interferes with individual thinking, feeling, and behavior, resulting in varied emotional and physical difficulties. People experiencing depression often have trouble kicking their day-to-day activities, not to mention the extreme may mean a person ending his/her life, as nothing is worth living for (Zisook, Pg. 2004). It is not uncommon to feel low seldomly; however, having a feeling of sadness most of the time might end up causing a clinical depression, thus interfering with your everyday life. The condition is treatable by medicine, therapy consultation, or even changing one’s lifestyle. Depression occurs in different types, and the life events and brain chemistry influence a person’s depression. Irrespective of the cause, it is a prerequisite for a person to contact the doctor to confirm your mental health.

A major depressive disorder is often associated with feeling depressed for most of one’s life and daily activities. The symptoms involved are mostly guilt-tripping, suicidal thoughts, fatigue, lack of concentration, insomnia, restlessness, weight loss or gain, loss of interest, among others (Zisook, Pg. 2004). In most instances, doctors and therapists diagnose a person with major depression by associating having five or more depression symptoms for two weeks or more. If the patient is experiencing one of the symptoms, it can be diagnosed with either a depressed mood or interest loss. In numerous cases, therapists assist patients suffering from depression through the conduction of interview sessions. The sessions advance to treatment and counseling, where the patient becomes more open to the therapist about his/her problems. Eventually, although it may take some time or even fail to work, those mental health specialists help to find common ground by coming up with ways to manage a person’s depression. Antidepressants can as well be used in the treatment of depression. In instances where the medication fails, either electroconvulsive therapy (ECT) or Repetitive transcranial magnetic stimulation can be prescribed to a patient. ECT involves the use of electrical pulses, while rTMS uses magnetic waves to stimulate specific parts of the brain activities.

Post-traumatic Stress Disorder (PTSD)

Post-traumatic stress disorder is a mental condition that often results from horrific events that a person suffering might have witnessed or experienced. Such occasions might include war, sexual harassment, rape, death threats, serious injuries, terrorist attacks, natural disasters, among others. Related symptoms may involve uncontrollable flashbacks about the incidents, nightmares and severe anxiety. The vast majority of the people experiencing traumatic events might find it challenging to adapt and coping, although, as time lapses, not to mention proper self-care influences the recovery of a person (Javidi & Yadollahie, 2012). If the symptoms persist for months or even years, leading the inability to execute someone’s daily activities, they are often diagnosed with post-traumatic stress disorder. Effective treatment of PTSD symptoms serves to reduce symptoms while improving the functionality of a person significantly.

The symptoms of PTSD may begin one month after the traumatic incident has happened; however, there are cases where symptoms appear a few years after the traumatic event. The symptoms are somewhat problematic when it comes to the social life of a person involved. Perhaps, even interfering with someone’s ability to execute daily routine chores. Over time, these symptoms vary from person to person as they are categorized as either intrusive memories, avoidance, arousal symptoms, and negative thoughts on oneself. The intensity of PTSD symptoms may vary as time goes. Generally, a person might experience more PTSD symptoms due to life stresses, or when one encounters events that act as a reminder of what transpired. For example, a rape victim might hear news covering the rape incidents, and one is overcome by memories of what happened to you. One should certainly visit a doctor if they experience disturbing thoughts and feelings concerning horrific incidents for one month and above. In case one feels like it quite an impossible thing to try and come into terms with yourself following the traumatic experience, it is advisable to talk to a mental health professional. Getting timely help may help recover PTSD and might also prevent normal stress reactions from getting out of hands.

References

Javidi, H., & Yadollahie, M. (2012). Post-traumatic stress disorder. Int J Occup Environ Med (The IJOEM), 3(1 January).

Zisook, S., Rush, A. J., Albala, A., Alpert, J., Balasubramani, G. K., Fava, M., … & Wisniewski, S. (2004). Factors that differentiate early vs. later onset of major depression disorder. Psychiatry research, 129(2), 127-140.

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Moon in the darkness

The moon in the darkness image is one of the controversial Monalisa genre images. The image shows an innocent woman closing her eyes in some sought of mediation. A woman who can be judged to have come from a much higher social class. The image depicts the nature of feminine authorities, which prevailed at the time. Images developed around this time focused on three central themes, classism, realism and romanticism. In particular, romanticism was associated with feminine pictures.

The complex literature techniques employed in this image seeks to communicate a wider message to the audience community. The central message being communicated is a revolutionary idea of women assuming a higher social, economic and political role of the then societies. In this case, it is positive to note by medieval European times, the role of women in the society was heavily relegated to reproducing and nurturing. Other roles included farm produce and domestic chores. Whereas men, on the other hand, were ignited in the decision making process. This kind of biasness lost significant influence in most conventional societies. On the other hand, liberal societies; for instance, the American society were improvising proactive ideologies of women emancipation. As a result, these ideologies found their way in European artistic world.

The impacts of this image seconded by liberal ideologies of the time were vital in affirming the role of the women in the society. Women were now being understood as equal partners to the then patriarch societies. For example, women could have power to contribute to vital policy and management goals equally as men. In an analysis, art presents a liberal approach in affirming the importance of different genders and social classes to the general society. The Moon in the darkness presents a close replica of this kind of communication.

Motivation Letter

The Dunia Beam Scholarship serves as a vital opportunity for me to meet one of my youngest and long lasting dreams. When I was young, I saw people from my family moving to overseas to advance their studies, which turned out to be one of my life’s dreams. I have always had an urge to seek credible ways of moving to a country where I would advance my studies. My main focus is to gain professional knowledge to apply in the future. As such, I find The Dunia Beam Scholarship as the most efficient opportunity for me to realize my dream by undertaking my studies abroad.

In addition to my ambition and dreams to join a recognized university abroad, I also find the need to undertake the scholarship based on my performance in school. I am an industrious individual who is always ready to deliver quality work and within the stipulated time. Hence, I am ready to utilize this opportunity and advance my knowledge in marketing as a course. I have a deep passion for the subject and believe that this is the area where I want to forge a career in, once I complete my studies successfully. I believe that passion is an essential fuelling factor that plays a major role in helping me decide the course to undertake and career to follow. Therefore, I have already decided to undertake a marketing course once I am given the opportunity through The Dunia Beam Scholarship. It is clear that my priorities are well outlined, and I am hopeful that this proves that I am ready to undertake the scholarship.

Interacting with new people is something I enjoy doing as they expose me to new cultures, different ways of doing things and I make friends. I have great communication skills that I put to use when meeting people and they make it easy for me to adapt to a new life easily. This proves that I will fit with new people upon leaving my native country and joining a new community abroad. Back at the university in my home country, I engage in a lot of activities that improve my communication skills, for example, empowerment clubs, managing and network marketing. These activities provide me with the opportunity to interact with many different people, which helps me to comprehend their interests, cultures, and interacting skills among other things. Hence, I have learnt the importance of listening and understanding other people, which makes it easy to be less judgmental in life. Moreover, it is necessary to fathom a people’s way of life and adapt to it because of the importance that lies in respecting other people’s culture.

I possess various strengths that would make me stand out as a unique student and a potential candidate for The Dunia Beam Scholarship. Firstly and as aforementioned, I am a hardworking person who works with an aim of completing the given work within the stipulated time. Secondly, I am a dedicated individual who is not only disciplined, but also focused on school work. I attribute these personal characteristics to my staunch guardians from home and school as I grew up. They instilled discipline in me that helps me focus on my tasks without wavering from the main work; sequentially, I deliver my work on time and with the expected standards.

My interest in studying abroad is limited to marketing, which is a major I am ready to pursue both in my studies and career. Europe is a fascinating region with many marketing elements that I look forward to studying and using in my life. Thus, my interest falls in attaining essential knowledge linked to marketing, but more so from Europe. Hence, my plan is to study the marketing course in Europe, and engage in campaigns that would help me comprehend the knowledge gained through application. As such, this proves my dedication I have towards studying abroad and my willingness to advance my knowledge and skills in the discipline I will undertake.

I plan on utilizing the knowledge and skills acquired by applying them through working in the community I come from or in the one I will reside in during my studies. Thus, I will use my knowledge and skills to improve the way marketing is currently done in my native country, which will assist me in improving my country’s economic performance. It is my hope that I will deliver the learnt knowledge and skills to assist the lives of the people around me. Being generous is also a unique skill that I possess and one that encourages me to assist others.

I really look forward to an international exposure in my life, and I believe that The Dunia Beam Scholarship platform will serve me right and assist me to realize my dream. The exposure will not only assist me by providing additional knowledge and skills to advance my career, but will also give me the correct tools to assist people around. As such, I believe I am a potential candidate and hope to attain this life changing opportunity.