Human Growth Development Essay Example

Human Growth Development Essay Example Human Growth Development Essay Human Growth Development Essay Erikson believed personality development was an ongoing process affected by social and cultural events in which a state of maturity is aspired to. Stage 1 The infancy stage covers the childs first one and a half years, where primary care givers need to maintain a nurturing environment in order for the child to develop trust. Stage 2 The anal-muscular stage from eighteen months to four years sees the child enter a phase where a level of independence is achieved. Care givers need to generate an environment in which firm but fair boundaries are implemented in order for the child to develop an assurance of own abilities. Stage 3 From the ages of three to six the child enters the genital-locomotor stage were an understanding of right and wrong develops. An even balance of guilt and initiative should produce a child that is aware of its own capabilities and the affects its actions have on others, however, the child that has no clear understanding of right or wrong could be prone to hurting others and would see guilt as being weak. Stage 4 The Latency stage occurs from approximately age 6 to twelve years where social skills are derived from the young persons surroundings. However, during the Latency stage development is affected in a larger degree by external factors such as school friends, teaching staff and the extended family. At this stage the child has to learn how to feel competent. Stage 5 From the ages of approximately 14-20 years the young person enters adolescence where a sense of role identify is developed with the individual understanding who they are and their place in society. Stage 6 Young adulthood is entered between the ages of 20 35 years where intimate relationships are developed with the expectation of giving and receiving love, and where many couples decide to begin a family. Stage 7 As adults enter maturity (ages 35 65 years) they are seen to develop through guiding their own children. Love, at this stage, is given freely to children without the expectation of receiving it back. Investment in future generations is the motivating force in this stage; however an extreme of this Erkison calls Overextension. Stage 8 Adults in this stage are referred to as many different things such as Old Age Pensioners; The Twilights, Senior Citizens; War Babes; Veterans; etc. In different cultures individuals entering this stage are treated with different measures of respect. In some cultures adults in this stage are seen as having achieved wisdom with a sense of well-being and are sought after for their perception and knowledge. In contrast Jean Piaget saw development in terms of attaining balance of intellectual structures. Piaget believed that children are fundamentally different thinkers than adults, being incapable of understanding particular things before achieving certain stages in their development . He also described children as being egocentric. because a young child cannot understand how someone elses point of view may be different from their own.. (Edmonds, V. , 2006). Piagets proposed four major stages of development can vary greatly due to the individuality of the child and cultural influences. The first of Piagets developmental stages, Sensorimotor, occurs between the ages of 0 to 2 years in which the child identifies the difference between self and other objects. This is also the stage where a child learns by touch or as Piaget relates touch tutors vision (Butterworth, G. , Harris M. , 1994, p234). The Preoperational stage from 2 to 7 years identifies the period when language is developed. Between 7 to11 years the child is in the Concrete Operational stage where the ability to think logically in regards to events and objects in the here and now is developed. The Formal Operational stage between 12 to 15 years is when the young develop the ability to solve abstract or hypothetical problems. Piagets theory behind these stages was that logical thinking develops slowly with intellectual development being a gradual evolution. When looking at the different theorists perspectives in relation to Human Growth and Development I feel more drawn to the work of Piagets and Eriksson in their acknowledgement of the impact of social factors upon development. There are many social factors that could affect psychological and social development, these may include the social class that a child is reared in; the level of wealth or poverty within the household or surrounding environment; disability of the child or other family members; the ethnic group to which the child or family belong to; gender of the child; religious observances within the family; or abuse towards the child or within the home environment. A subsequent resulting factor could be the affect of living within a different lifestyle to others in the surrounding environment be it relatives, peers, neighbours etc. This could apply to a child or young person who has been raised in a working class environment whose parents decide to send them to a better school. The child could feel very different from others in the school and may feel inadequate in comparing themselves and their families to those at the better school. The young person may then present with low self-esteem or self-worth. When applying social factors to myself I realise that I can relate strongly to Bowlbys theory of attachment and Ericksons eight stages. Sterns theory of attachment at a early age is very significant, but being the middle child of nine and coming from an era and culture where It takes a whole village to raised a child (old African saying) I found it difficult to subscribe to the non-verbal messages that transfers from the child to its primary carer, especially when everyone and anyone could be that primary career. I am the middle child of nine children, my mother worked as a cleaner in the local hospital and my father was a musician who travelled for months on end, they both came over from St. Kitts to England in the late 50s. By the age of 10 my father immigrated to America promising find a job there and take us over but I never saw him again until the day of my mothers funeral when I was 38. There was only three main rules, Love the Lord, Never fight each other and whomever was the eldest in the house at any given time was the person with the responsibilities. Coming from a working class, area and living in a predominantly white community in a time where discrimination was unacceptable but not against the law, I struggled in stages 3 to 5 of Eriksons model. Being Black, female, young and not knowing of my learning disability had a dramatic impact on my self-esteem, confidence, identity, individualism and acceptance within society but not the community I lived in. Within my community, social circle (which in the beginning was predominantly black) we all shared similar or the same stories, it was where I held on to my identity, self-image, confidence, integrity, and faith. I learnt there were good and bad in all people regardless of their race, faith and social background. We had an elderly English neighbour who looked after her disabled daughter, she constantly had us over for tea, and brought us gifts for no reason. I experience a teacher who knew I was constantly being bullied and attacked in the playground, so made me the milk monitor bringing authority and respect from the other children as they had to collect their milk from me.

Discussion Board Essay Example | Topics and Well Written Essays - 1250 words

Discussion Board - Essay Example As the paper declares there is a tendency to ignore this growing social problem and the war on drugs has pushed the distribution of all kinds of drugs used into the hands of criminal elements of society. Decriminalization of drugs attempts to make drugs available through more legitimate channels with a degree of control and thereby remove distribution of drugs through the criminal elements. To understand the working of this measure an examination of its use in Holland would be useful. In Holland drugs have been classified into hard, which includes heroin, cocaine and ecstasy and soft, which is cannabis. In the case of cannabis the possession of small quantities for personal use is seldom held against the person having it, but more importantly it is the fact that cannabis has been made available through cafes and removes the criminal element from the distribution of cannabis. This essay stresses that the problem with this measure is that the use of the soft drug cannabis could lead to the use of hard drugs and hard drugs are still clamped down heavily in Holland. A possible way out of this is to make the hard drugs available at chemists and sold through prescriptions under strict regulations so that the involvement of criminal elements is removed. Still this does not remove the issue of the move from a soft drug like cannabis to a hard drug like heroin or cocaine by a soft drug user.

Effective communication skills Essay Example | Topics and Well Written Essays - 2000 words

Effective communication skills - Essay Example In verbal communication, people make use of tongue for the exchange of information whereas in nonverbal communication, people make use of eye contact, body language, gestures, and appearance to send nonverbal messages to other people. Nonverbal communication plays a vital role in making the entire process of communication successful and productive. Language plays an important role in making communication effective. It covers the rich complexities that a person faces during the process of communication. If a person wants to communicate in a language other than his/her own language, he/she first needs to know the meanings of different words used in that language. It not only adds meanings to the words but also enhances the ability of a person to use those meanings for constructing sentences. Along with language dependency, communication between any two persons also depends upon the nature of relationships that exist between them. For example, the nature of communication that takes place between a person and his family members is different from the communication that takes place between that person and his boss. Therefore, we can say that communication is influenced by the nature of relationships that exists between individuals. If we discuss the importance of effective communication within the context of accounting and finance, we can say that communication plays a considerable role in improving the concepts of an individual. I personally feel that my accounting concepts have improved due to the communication which used to take place between my professor, classmates, and me. All of us used to share our concerns with each other which helped us get a deep understanding of all issues related to accounting and finance. Emotional intelligence, on the other hand, is the ability of a person to assess emotions and feelings not only of himself/herself but also of other people. â€Å"Emotional intelligence refers to the effectiveness of an

Effects of Depression on Brain Function

Effects of Depression on Brain Function Depression The Diagnostic and Statistical Manual of Mental Disorders, 4th edition (DSM-IV) diagnose children and adolescents with major depression with signs that include loss of interest and sadness for two weeks straight. Psychologists usually will also look for at least five more symptoms on top of the other two symptoms. These include â€Å"changes in sleeping or eating habits (weight and energy), psychomotor agitation or retardation, feelings of worthlessness and guilt, trouble thinking or paying attention, recurrent thoughts of death, or suicidal ideation and attempts† (Bujoreanu, Benhayon, and Szigethy, 2011, p. 548). This paper will focus on comparison of normal brain function and the brain function of an individual with depression, negative effects of daily functioning living with depression, assessments that are used for diagnoses and treatment, and appropriate treatment options and coping mechanism for individuals with depression. Comparison between Normal Brain Function and Depressed Brain Function Neuropsychological research has shown that emotion is controlled by the right cerebrum which means that the â€Å"right-posterior region of the cerebrum is specialized for the perception of emotional information, regardless of valence† (Shenal, Harrison, Demaree, 2003, p. 34). In normal brain functioning, the right cerebrum also controls arousal and attention. Other research has shown that there is a balance of positive and negative emotions between the left and right cerebrum. The left cerebrum processes positive emotions while the right cerebrum processes negative emotions (Shenal et al., 2003). EEG asymmetries have been examined with individuals that have depression and have found there is an increased activation in the right-frontal lobe that is relative to left-hemisphere activation (Shenal et al., 2003). Other studies have shown individuals with depression have different hemisphere activation by increased right-hemisphere activation or decreased left-hemisphere activation. Individuals with depression from left-frontal dysfunction will have problems planning and arranging information. Depression from right-frontal dysfunction may have impaired nonverbal fluency. Negative Effects of Daily Functioning Living with Depression Major depression can have a big effect on children or adolescent’s ability to function on a day to day manner. There are a lot of negative effects to depression that are important to recognize right away for help. Some of the effects of depression include â€Å"change of eating habits, change in sleeping habits (sleeping too much, not sleeping very much), irritability, social withdrawal, trouble paying attention, and feelings of sadness† (Bujoreanu et al., 2011, p. 548). If depression is not treated, this can lead to â€Å"family dysfunction, academic impairment, and psychosocial difficulties† (Bujoreanu et al., 2011, p. 548). There is also the chance that the depression can continue into adulthood if the family is not aware or informed of the symptoms the child is displaying. Assessments that are Used for Diagnoses and Treatment Neuropsychologists are now starting to find new ways to accurately diagnose depression in individuals as well as finding out if depression treatments are actually helping individuals with the disorder. Depression is now being diagnosed by a blood test and neuroimaging (fMRI) is being used to examine neural circuitry in adolescents with depression. The blood test is a new technique to psychiatry that was approved in 2011. This diagnostic tool is one way to find out if an individual has major depressive disorder without the medical professional being biased or not able to get a lot of information from the individual. The diagnostic tool looks at the levels of ethanolamine phosphate in the patient’s blood to give an indication that the patient has the disorder. Studies have shown that people with depression have low levels of ethanolamine phosphate (Verma, Kaur, David, 2012). At this point, the blood test is very expensive or is slow to get the results back to see if an individual has depression. Neuropsychologists as well as health physicians can use this assessment as the first step in determining if the patient has major depressive disorder. Once the blood tests indicate the disorder, the neuropsychologist and health professional can refer the patient to a medical professional that specializes in depression. The blood test can be used to help the medical professionals in making a diagnosis and to find the best treatment for the patient (Verma et al., 2012). The second assessment that is being used by neuropsychologist for depression is neuroimaging (fMRI). One study in particular used an fMRI to compare adolescents with depression and healthy adolescents on â€Å"neural responses to fearful facial expressions† before treatment (Cullen, 2012, p. 348). The study was repeated again after eight weeks with the depressed adolescents on fluxetine (antidepressant). Research showed that adolescents with depression increase the activation in the amygdala looking at fearful faces (Cullen, 2012). After the treatment, there was no difference between adolescents with depression and healthy adolescents. This study has opened new doors to further study other depression treatments. The fMRI was able to show the difference the fluxetine had on the brain to help adolescents with negative effectives that interfere with daily living. The next steps would need to look at what can affect before and after treatment findings. Some of these include â€Å"age at assessment, illness status, treatment history, and type of treatment† (Cullen, 2012, p. 350). When these effects are looked at with more research, this will bring clinical advancements to the neuropsychological field. Appropriate Treatment Options When it comes to appropriate treatment options for children and adolescents with depression, there are two different kinds that have been the most effective. These two different kinds of treatments are psychotherapeutic treatments and psychopharmacological treatments. The psychotherapeutic treatments are therapy treatments to work with children and adolescents to help them function normally in their daily lives. Evidence-based treatments (EBT) are â€Å"interventions or techniques that have produced therapeutic change in controlled trials† (Bujoreanu et al., 2011, p. 549). Common evidence-based treatments used with depressed children and adolescents include cognitive-behavioral therapy (CBT) and interpersonal therapy-adolescent (IPT-A). Cognitive-behavioral therapy has been found out to be the most effective psychotherapeutic treatment with children and adolescents with depression. Aaron Beck created cognitive-behavioral therapy and focused on how â€Å"thoughts, feelings, and behaviors are inter-related and individuals can make positive changes in how someone feels by changing what they do or think† (Bujoreanu et al., 2011, p. 549). Children and adolescents work with a therapist to learn new skills and explore different ideas that are discussed during sessions. Interpersonal Therapy-Adolescent (IPT-A) is a treatment that does takes place for a short period of time. The therapy focuses on the clients’ depressive symptoms and the interpersonal context in which they occur (Bujoreanu et al., 2011, p. 550). To help with the depressive symptoms when they occur, the therapist helps the child or adolescent learn problem-solving and communication skills. Psychopharmacological treatments involve the medications that are appropriate for children and adolescents with depression. These include selective serotonin reuptake inhibitors (SSRIs), norepinephrine-dopamine reupatake inhibitor (NDRI), and serotonin-norepinephrine reuptake inhibitor (SNRI). SSRIs are the most common and first kind of drugs that will be used to treat child and adolescent depression. Fluoxetine and escitalopram are FDA approved for children with depression, but there are also other medications that are not intended for depression that have been successful (Bujoreanu et al., 2011). When picking an SSRI, it is important to look at family history and how the drug affects the child or adolescent. When SSRI’s do not work with the children and adolescents, there are other drugs that can be taken into consideration. Adolescents that have depression with bupropion would use a NDRI to help with the symptoms. Another drug category that can help with depression is SNRIs that include taking duloxetine and venlafaxine that are sedating. When one kind of treatment does not fully treat the patient, combined therapy of medication and therapy are used. Therapy is usually the first step taken in treatment before medication is considered. Alternative Treatments There are a lot of adolescents that are experiencing depression symptoms that are not able to receive the standard treatments. This can be from the adolescent’s family not having insurance or the families insurance does not cover certain treatment options. These alternative treatments that could help these individuals with depression include interpersonal therapy and attachment-based family therapy, the artistically creative approaches, and existential therapy (McGlasson, 2012). The interpersonal therapy focuses on the different relationships that are in the adolescent’s life. If there is not a healthy relationship, this can lead to depression. This therapy focuses on personal issues that cause the different relationships to not be healthy and finds skills the adolescent can work on to improve those relationships. The attachment-based family therapy is where the family, the adolescent, and a trained counselor work together to build a healthy relationship. This also includes skills that that will be learned in sessions that will help in the long run (McGlasson, 2012). The artistically creative approaches include art therapy and music to help adolescents express themselves in a creative way. Art therapy allows the youth to communicate on a deeper level than just talking about the issues with a counselor. This form of therapy might feel less threatening to the adolescent and a way they can control (McGlasson, 2012). Music is something that adolescents are familiar with and feel safe with being used in therapy. Music lowers stress and can help the therapist in understanding different moods that the client is experiencing (McGlasson, 2012, p. 19). Existential therapy has four themes to the treatment. These themes are â€Å"the uniqueness and freedom of the individual, the recognition of suffering as part of the human experience, an emphasis on the here-and-now to discover one’s meaning and identity, and a commitment to discover and develop one’s talent† (McGlasson, 2012, p. 19). The themes all focus on the individual and how he or she is becoming. Therapists would focus on existential concerns that go on in the adolescent’s life and find ways to explore the issues. Coping Mechanism for Individuals with Depression There are healthy and unhealthy coping strategies that children and adolescents do to deal with depression. The healthy and unhealthy coping strategies both involve the same three core categories (emotion-focused coping, problem-focused coping, and avoidant coping). It all depends on what the children and adolescents have picked up from others and what they have learned on their own to determine if it is healthy or unhealthy. Unhealthy coping strategies usually fall under the emotion-focused coping and avoidant coping. Emotion-focused coping is â€Å"any response aimed at reducing or managing the negative feelings that arise in response to the threat or loss† (Hayat, 2013, p. 153). Research has shown that common emotion-focused coping strategies that can develop depression and suicidal ideation more are self blame and emotional support (Horwitz, Hill, King, 2011). Avoidant coping involves a strategy that avoids the depression symptoms and suicidal ideation. Common avoidant coping strategies that are unhealthy and can develop the disorder more are behavioral disengagement and denial (Horwitz et al., 2011). Avoidant coping is usually avoided when learning new strategies that can help with depression. When children and adolescents learn healthy ways to cope with depression, most of the strategies fall under the category problem-focused coping. This category of coping strategies is defined as â€Å"attempting to deal constructively with the stressor or circumstances itself† (Hayat, 2013, p. 153). A medical professional can help the child or adolescent learn active coping strategies, plan different coping strategies that fit with the stressor or circumstance, and use instrumental support (Horwitz et al., 2011). For emotion-focused coping healthy alternatives would learning wishful thinking and seeking emotional support from family and friends that will not make the individual feel worse about themselves. These coping strategies can be learned by a medical professional that can work with the child or adolescent with depression. While there was only a few coping strategies mentioned, other coping strategies might be used depending on the situation of the individual. Preventive Measures for Individuals at Risk of Depression It is important that society is aware of what factors will identify high-risk adolescents for depression. When factors that can lead to depression are understood, steps can be taken to help reduce the risk of the disorder developing. At this point, research has shown that biological, psychological and social risk factors can trigger depression. Newer research has also found that neuroticism (N) (personality trait) is associated with mood disorders that can risk adolescents is developing depression (Kuyken, Watkins, Holden, Cook, 2006). High neuroticism individuals will show more mood changes and will need to respond adaptively (Kuyken et al., 2006). Kuyken’s et al., (2006) study included four different hypotheses to find out what risk factors would determine if adolescents will develop depression. They hypotheses are (1) â€Å"Adolescents at risk for depression (as indicated by high N) will report greater rumination than adolescents at low risk but lower rumination than currently depressed adolescents, (2) among currently depressed adolescents, elevated levels of rumination will be associated with higher levels of depressive symptoms, (3) the relationship between N and depressive symptoms will be partially mediated by rumination in cross-sectional analyses, with higher rumination associated with more depressive symptoms, and (4) the effect of rumination on depression will be moderated by gender, being greater for female compared to male adolescents† (Kuyken, et al., 2006, p. 42). The results indicated that at risk adolescents for depression have more ruminated than healthy adolescents. At risk adolescents and current depressed adolescents were comparable with high neuroticism personal trait. Adolescents that found out they had depression show rumination was connected to severe depressive symptoms. This study found that rumination and depression symptoms were the same for females and males. Conclusion Depression is a complex disorder that is now fully starting to be understood. Neuropsychologists are able to see what parts of the brain are impaired from the disorder as well as assessments that help to diagnose and treat depression accurately. With this information medical professionals find the best treatment options for the individual and help with coping strategies that are not unhealthy to use. This information has also made it easier to determine if adolescents are at risk of developing the disorder. Determining if adolescents have depression is still new, but with more research, medical professionals will hopefully be able to reduce the amount of youth with the disorder. References Bujoreanu, S., Benhayon, D., Szigethy, E. (2011). Treatment of depression in children and adolescents. Pediatric Annals, 40(11), 548. doi:10.3928/00904481-20111007-05 Cullen, K. R. (2012). Imaging adolescent depression treatment. The American Journal of Psychiatry, 169(4), 348. Hayat, I. (2013). Stressful life events, depression and coping strategies. Journal of Research in Social Sciences, 1(2), 148. Horwitz, A. G., Hill, R. M., King, C. A. (2011). Specific coping behaviors in relation to adolescent depression and suicidal ideation. Journal of Adolescence, 34(5), 1077-1085. doi:10.1016/j.adolescence.2010.10.004 Kuyken, W., Watkins, E., Holden, E., Cook, W. (2006). Rumination in adolescents at risk for depression. Journal of Affective Disorders, 96(1), 39-47. doi:10.1016/j.jad.2006.05.017 McGlasson, T. D. (2012). Listening clearly: Alternative treatments for adolescent depression. The Prevention Researcher, 19(4), 18. Shenal, B. V., Harrison, D. W., Demaree, H. A. (2003). The neuropsychology of depression: A literature review and preliminary model. Neuropsychology Review, 13(1), 33-42. doi:10.1023/A:1022300622902 Verma, R. K., Kaur, S., David, S. R. (2012). An instant diagnosis for depression by blood test. Journal of Clinical and Diagnostic Research : JCDR, 6(9), 1612. doi:10.7860/JCDR/2012/4758.2579

Urban Government and Private Development :: Public Policy Politics

Urban Government and Private Development in Postindustrial Urban America ABSTRACT: As revenue-deprived cities in the United States depend more on developments aimed at attracting visitors, the governing bodies controlling this infrastructure play a larger role in urban government. This paper explores the case of one such development, Chicago’s Navy Pier. The author argues that the Pier’s redevelopment as a festival marketplace, which was based on public rhetoric and space, necessitated the creation of a public authority that compromised this vision. The paper begins with a description of the postindustrial city, then outlines the history of Navy Pier and its redevelopment, and closes with a discussion of the role of public authorities in the contemporary city. In 1986, Chicago and urban America generally, were in decline. The bedrock of federal urban funding had disappeared, middle class residents continued to flee the city for suburban enclaves, and manufacturing jobs that had once employed large portions of city dwellers were suddenly much scarcer. While cities searched for strategies to reverse these trends, most found great trouble in doing so. An urban regeneration seemed unlikely at the time, but cities would soon find ways to attract dollars, residents, and visitors back within their limits. Seventy years earlier, Municipal Pier, a mixed-use development for shipping and entertainment, was constructed near the mouth of the Chicago River and Lake Michigan. The initial uses of the structure known today as Navy Pier symbolize the industrial and leisure activities taking place in a rapidly growing, and at times, carefree urban setting. In the decades to follow, the pier served as a Navy training base, the Chicago campus of the University of Illinois, and finally, as a landmark used intermittently for municipal gatherings and public events. During the era of urban decline, however, Navy Pier sat idle amidst a city on the verge of rebirth; plans for renovation had come and gone and it looked as though the Pier might never be of use again. The ever-changing currents of urban America provided a different outcome. In 1990 a plan that would redevelop the Pier was accepted, and in the previous year, two factors ensured its success. The first was the plan’s use of public rhetoric, which stood out from other festival marketplaces that had embraced private development exclusively. This can be attributed to the fact that throughout the city’s history, Chicagoans have treasured their public space along Lake Michigan. A phenomenon best represented by Daniel Burnham’s 1909 plan for Chicago, which placed an emphasis on beautifying the lakefront and rejuvenating the residents and city (Hall, 2002, pp.

Interpersonal Violence

Violence can be defined as an assault or application of physical force of other person to exploit or hurt others (Encarta, 2007). Violence often illustrates injury to other persons that is usually intentional, and emotionally or verbally insulting to others. â€Å"Clinical associates† of violent behavior are recognized, but the fundamental mechanisms are not yet well understood, such as mechanisms involving intricate interaction between perinatal and prenatal environmental factors, genes, and rearing conditions.According to recent studies, violent behavior is heterogeneous, meaning; hasty works of violence differ in managements, methods, and origin (The Journal†¦, 1999). There have been studies in molecular genetics that indicates that neurotransmitter regulation observed through the use of brain imaging methods might be the one affecting violent behaviors. It is also said that increasing evidence indicates harmony between suicidal behavior and neurobiology of violence. A ccording to the Journal of Neuropsychiatry and Clinical Neurosciences:In the United States, homicide accounts for approximately 20,000 deaths annually and a victimization survey estimated that approximately 4. 2 violent crimes (assaults, robberies, and rapes) occur annually for each 100 persons older than 12 years, while another survey of the general adult population found a 3. 7% annual rate of self reported violent behavior against other persons, and thus, violent crime and violent behavior in general cause a major public health problem (p. 307).According to studies conducted, cultural and societal factors have a significant role in the growth of violent behaviors, however, these environmental factors shows different reactions in different persons. Base on studies, personality disorders, major mental disorders, substance used, and other disorders add to the intensity of human violence, however, recent evidence directs to neurobiological mechanisms influence the control and develop ment of violent behaviors (The Journal†¦, 1999).â€Å"Substance use sickness† such as the utilization of alcohol and drugs perform a great part in suicides and violent or aggressive behaviors. Disorders in personality, specifically the â€Å"borderline personality disorder† and the â€Å"antisocial personality†, are commonly displayed by violent behaviors, and a part of violent acts happening in the society are due to persons identified with extreme mental disorders like schizophrenia or mood disorders.Many hormones and neurotransmitters such as opiods, steroids, vasopressin, and other substances are concerned in the moderation of violent behaviors. Gender is also predicts suicide and violent behaviors because base on surveys, it is generally known that males are the major perpetrators of aggressiveness and violence The Journal†¦, 1999). Also, based on some studies, gender difference in aggressiveness starts to mature in preschool years and is fully ex pressed by puberty due to societal causes including child rearing practices.Violence can be reduced, prevented, and treated in many ways or methods and some of these are: improvements in the perinatal and prenatal care and avoidance of head injuries, caring and treating manic and schizophrenic patients and focusing on the treatment and diagnosis of frequent substance use disorders, and strong adherence to treatment and medication and monitoring of patients with major mental disorders who have a record of violence after discontinuing their treatment or medication (The Journal†¦, 1999).Years of studies have brought understanding and progress in the neurobiology of science, and it has been maximized by several contributions in brain imaging and molecular genetics. And with the extreme understanding of neurobiology, harmony or unity between suicide and violence can be clearly viewed. References Encarta. (n. d. ). Violence. Retrieved December 15, 2007, from http://encarta. msn. com/ encyclopedia_761585330/Violence. html The Journal of Neuropsychiatry and Clinical Neurosciences. (1999). The Neurobiology of Violence: An Update. Retrieved December 15, 2007, from http://neuro. psychiatryonline. org/cgi/reprint/11/3/307. pdf

Essay on Homework #3 Solutions - 2624 Words

Physics 221 Summer 2012 HOMEWORK #3 Due Monday July 2, 2012 1 James Bond (90 kg), outï ¬ tted with perfectly matching skis and skiware, is at the top of a steep slope that a secret spy like him can easily handle. He lets himself go from rest and smoothly slides down the h = 15 m high hill. A big parking lot lies at the bottom of the hill. Since the parking area has been cleared of snow, the friction between the ground and the skis brings our hero to a halt at point D, located at a distance d = 12 m from point C. The descent can be considered frictionless. Take the potential energy to be zero at the bottom of the slope. (a) What is the mechanical energy of James Bond at points A and D? (b) Determine the speed of Bond at position B†¦show more content†¦A bullet of mass 10.0 g is ï ¬ red into the block and embeds in the block. The block rises a height of h = 5.00 cm. (a) Draw a ï ¬ gure showing the initial and ï ¬ nal positions of the block. (b) What was the speed of the bullet? (c) How much thermal energy is generated in the bloc k? (d) If the bullet stops in a distance of 4.00 cm inside the block, estimate the force of friction. SOLUTION : (b) The problem consists of two stages. The ï ¬ rst stage is from before to after the impact. The second stage is from just after the impact to the ï ¬ nal position. In the ï ¬ rst stage, the linear momentum is conserved. In the second stage, the energy is conserved. Let us denote the initial speed of the bullet as v0 . So: pbefore = pafter mv0 = (m + M ) v (4) M +m v0 m M y=0 Then using the conservation of energy of the combined mass rising to height h after the impact: 1 (M + m) v 2 = (M + m) gh 2 ⇒ v = 2gh (a) L L y=h (5) Substituting v from eq. 5 into eq. 4 and solving for v0 : v0 = m+M m 2gh = 2.00 kg + 0.0100 kg 0.0100 kg 2 9.80 m/s2 (0.0500 m) = 199 m/s (c) Assuming no sound generated in the impact, all the energy lost will turn into heat energy. 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