The Relationship Between Stress And Depression Research Paper Help

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Stress and Depression

When doctors diagnose a patient’s mysterious pains, sudden sleep difficulties, changes in eating habits, inexplicable migraines or excessive fatigue as psychosomatic, it is easy to apply the layman’s translation of “It’s all in your head.” However, when it comes to these responses to stress, what may be “all in your head” might have a direct impact on what is going on in your body.

With such symptoms as those just described, it is clear that stress, immune function, and depression are linked. For example, those suffering from posttraumatic stress disorder report high levels of depression. Additionally, while you will not find a doctor ordering extensive lab tests to diagnose depression, high levels of cortisol and other stress hormones are found in the blood of the depressed. Also, survivors of early life stress, such as childhood abuse, experience changes in the neurobiology of the brain, making them more vulnerable to depression later in life. Even acute life stressors are known to provoke depression, especially in an environment of poor social support and frequent life crisis. Finally, chronic stress results in lowered immune function and increased incidence of depression. Not only do the relationships between the brain, stress, immune function, and depression exist, but they are bidirectional and complex.

For this Discussion, review this week’s Learning Resources as well as the “Stress, Depression, and the Immune Response” section of the “Stress, the Immune System, Chronic Illness, and Your Body” handout. Then reflect on the different ways stress, the stress response, and depression are connected. Finally, consider what part depression plays in the immune and inflammatory response systems.

With these thoughts in mind:

Post by Day 4 an explanation of the relationships between stress and depression. Then describe two factors of stress response that influence the development of depression and explain how. Finally, explain the influence of depression on the immune and inflammatory response systems. Be specific.

Be sure to support your postings and responses with specific references to the Learning Resources.

 
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Assess All Children Fairly case study

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In this course, you will be completing some case study assignments. Case studies offer opportunities to observe a classroom situation based on actual events. If you think about the cases and connect them to what you have read, it will be easier to understand how to apply the principles of assessment to students in real-world settings.

Analyses of case studies affords you an opportunity to bridge the roles of scholar and practitioner. Make sure you anchor your responses in relevant references and resources. You will want to include information from the course videos, readings, and/or from reputable outside sources (e.g., peer-reviewed journals, professional organizations). Good answers show that you know sound facts, can articulate your ideas, and that you have the ability to connect theory to practice.

As Early Childhood Educators, we are constantly faced with how to assess. Consider the following scenario:

In mid-August, the families at Oasis Elementary School were invited to “Meet the Teacher Night.” Kindergarten teacher Mrs. Garrard met Hudson and his family. She noted that he had three older siblings and that Hudson was the youngest. When she bent down to talk to Hudson to ask how old he was, an older sibling spoke for him. She noticed that Hudson hid behind Mom a bit as they walked around the classroom.

At the beginning of September, Mrs. Garrard is assessing “K.SL.6 – speak audibly and express ideas clearly” by evaluating “Show & Share” given in front of the class. Hudson says very little when speaking in front of the class. Mrs. Garrard suspects that Hudson’s anxiety level is very high, so she talks to him informally and confirms her suspicions; Hudson was too nervous to talk!

In a one to two page paper with proper APA format and citations, respond to the following prompt:

  • Using the concepts of reliability and validity from the course materials, discuss how Mrs. Garrard should understand this assessment and in what other ways she could assess Hudson on standard K.SL.6. How could she scaffold Hudson to become more comfortable with speaking in front of his peers? Address specifically the assessment tool/design and how it would be developmentally appropriate

Rubric Attached

 
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SOWK 621 School of Social Work Assignment 1 Take-Home Exam

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The midterm must be followed as explained in the assignment 1 attachment to answer all questions. Please utilize a minimum of 10 references found from the ones below.

• Arnett, J. J. (2016). Does emerging adulthood theory apply across social classes? National data on a persistent question. Emerging Adulthood, 4(4), 227–235. •

Davis, J., Dumas, T. & Roberts, B. (2018). Adverse childhood experiences and development in emerging adulthood. Emerging Adulthood,6, 223-234. •

Hope, E. C., Hoggard, L. S., & Thomas A. (2015). Emerging into adulthood in the face of racial discrimination: Physiological, psychological, and sociopolitical consequences for African American youth. Translational Issues in Psychological Science.1(4), 342–351. •

Schwartz, S. J. (2016). Turning point for a turning point: Advancing Emerging adulthood theory and research. Emerging Adulthood, 4, 307-317. Required Readings •

Alegria, M., Atkins, M., Farmer, E., Slaton, E., & Stelk, W. (2010). One size does not fit all: Taking diversity, culture, and context seriously. Administration and Policy in Mental Health Services Research, 37(1-2), 48-60. •

Cavendish, W., Montague, M., Enders, C., & Dietz, S. (2014). Mothers’ and adolescents’ perceptions of family environment and adolescent social-emotional functioning. Journal of Child and Family Studies, 23(1), 52-66. •

De Los Reyes, A., Augenstein, T. M., Aldao, A. (2017). Assessment issues in child and Page 12 of 27 adolescent psychotherapy. In J. R. Weisz & A. E. Kazdin (Eds.), Evidenced-based psychotherapies for children and adolescents (3rd ed. pp. 537- 554). New York, NY: Guilford Press.

• Friedberg, R. D., & McClure, J. M. (2015). Case conceptualization. In Cognitive therapy with children and adolescents: The nuts and bolts (Chapter 2 pp.9-41). New York, NY: Guilford Press. Allan, D., Power, L., & Robinson, E. (2010). What works with adolescents? Family connections and involvement in interventions for adolescent problem behaviors. Australian Institute of Family Studies,16,1-13. •

Huey Jr. S.J., & Polo, A. (2017). Evidence-Based Psychotherapies with Ethnic Minority Children and Adolescents. In J. R. Weisz & A. E. Kazdin (Eds.), Evidenced-based psychotherapies for children and adolescents (3rd ed. pp. 361-378). New York, NY: Guilford Press.

• Kim, H., Munson M., R., & McKay, M. (2012). Engagement in mental health treatment among adolescents and young adults: A systematic review. Child and Adolescence Social Work, 29, 241-266.

• Laser J. A., & Nicotera, N. (2011). Challenges in clinical work with adolescents. In Working with adolescents a guide for practitioners (pp. 3-13.) New York, NY: Guilford Press.

• Carr, A. (2014). The evidence base for family therapy and systemic Interventions for childfocused problems. Journal of Family Therapy, 36, 107-157.

• Henderson S. W. and Baily, C. (2013). Parental deportation, families, and mental health. Journal of the American Academy of Child & Adolescent Psychiatry, 52(5), 451-453.

• Sheets, E. S., Wilcoxon, E., Brosse, A., Hauser, M., Madsen, J., & Craighead, E. (2013). Prevention of recurrence of major depression among emerging adults by a group cognitive-behavioral/interpersonal intervention. Journal of Affective Disorders. 147(1), 425-430.

• Liddle, H.A. (2016). Multidemensional family therapy: Evidence base for transdiagnostic treatment outcomes, change mechanisms, and implementation in community setting. Family Process, 55 (3), pp. 558-576 Doi: 10.1111/famp.12243

Schohl, K., Van Hecke, A., Carson. A., Dolan, B., Karst, J. & Stevens. S. (2014). A replication and extension of the PEERS intervention: Examining effects on social skills and social anxiety in adolescents with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44, 532-545.

• Van den Berg, S., Scheeren, A., Bergeer, S., Koot, H., & Geurts, H. (2014). Age related differences of executive functioning problems in everyday life of children and adolescents in the autism spectrum. Journal of Autism and Developmental Disorders, 44, 1959-1971.

 
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Discipline Awareness Essay

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I attached the instruction, my resume and template for the essay. Here is the information to read before writing:

My major is Finance, general.

Courses I took: firm valuation (introduction and advance), financial management (intro and advanced), principle of investment, financial institution, contemporary topics in finance.

What is a Discipline?

While ENGH 302 is a required advanced composition course, it is also a course about something important to you: the academic discipline you chose.

Hence, all of the work you do in this course from now on asks you to learn about that discipline. But first you must understand what an academic discipline is.

Put simply, an academic discipline is a field of study that can be characterized by three elements:

  • Each discipline has an object of study, the thing the field devotes time and attention to, usually through research.
  • Each discipline has foundational questions that drive the research.
  • Each discipline has research methods (quantitative, qualitative, etc.) appropriate investigating the object of study and answering the foundational questions.

For example, these three elements would look like this for the discipline of philosophy:

  • Object of Study: philosophy systematically studies the fundamental truths of human existence, such as the nature of reality, the creation of knowledge, ethics, and logic.
  • Foundational Questions: What is the relationship between the mind and the body? What is knowledge and how do we know what it is? How do we distinguish right from wrong? What constitutes good reasoning?
  • Research Methods: Primarily qualitative because the object of study does not lend itself to empirical investigations.

How disciplines get classified is useful clue that can help you identify the three elements for your own field of study. Biglan’s Classification of Disciplines, included in this lesson, illustrates how fields of study are organized according to type.

MAJOR, DISCIPLINE, and PROFESSION

In academia, the major is a program of study, but the discipline is a field of study. Neither are the profession, and yet these terms are often used interchangeably. For example, “management” is an academic major, a discipline, and a profession. Your goal in writing Essay 2 is to define the discipline, not the major or profession.

Differentiating among the major, the discipline, and the profession will be challenging for those of you in disciplines closely aligned with a profession, such as applied information technology or tourism. Understand, however, that there is a body of scholarly research for disciplines such as these, and your task is to explore the discipline, not the profession. You came to college for a degree rather than a professional certificate, so you will need to focus on the discipline that is the foundation of that degree.

Additionally, some majors consist of subdisciplines that relate to specific professions, and others have only indirect relationships to professions that rely upon the specialized skills acquired in the major. Psychology consists of a vast number of subdisciplines (clinical psychology, abnormal psychology, etc.), as well as those that often intersect with other disciplines, such as an industrial psychologist who has one foot in the world of business and the other in psychology. Students majoring in global affairs, however, will find that there is no profession that goes by that name, and that colleges and universities refer to this major in other terms, such as international relations. The CIP (Classification of Instructional Programs) web resource will show many of you just how many subdisciplines exist in your field, and/or suggest alternate names for your discipline that you can use for your research.

Learning about the nature of your discipline, its origins, the kinds of questions that drive the research in the field, as well as the ways in which all the knowledge in the discipline gets shared is the focus of Essay 2.

Also Visit 2 sites:

https://goelsan.wordpress.com/2010/07/27/biglans-c…

https://nces.ed.gov/ipeds/cipcode/cipdetail.aspx?y…

 
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ITS410 CSU Database Management

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Option #2:

Your Portfolio Project consists of two items, a lessons learned reflection report and a database design and analysis project.

Lessons Learned and Reflection

Write a 2- to 3-page summary that outlines the lessons you learned in this database class. Reflect on how these lessons can be applied toward more effective database management and reporting.

Database Design and Analysis

The following database project will create an educational attainment “demand” forecast for the state of California for years greater than 2010. The demand forecast is the expected number of population who have obtained a certain level of education. The population is divided into age groups and education attainment is divided into different levels. The population of each group is estimated for each year up to year 2050. Implement the following steps to obtain and educational demand forecast for the state of California. The files can be downloaded below.

  1. Create a ca_pop schema in your MySQL database.
  2. Using your ca_pop schema, create an educational_attainment table which columns match the columns in the Excel spreadsheet ca_pop_educational_attainment.csv.
  3. Using your ca_pop schema, create a pop_proj table which columns match the columns in the Excel spreadsheet pop_proj_1970_2050.csv.
  4. Using the data loading technique for a csv file you learned in Module 1, load the data in ca_pop_educational_attainment.csv into the table educational_attainment.
  5. Using the data loading technique for a csv file you learned in Module 1, load the data in pop_proj_1970_2050.csv into the table pop_proj.
  6. Write a query to select the total population in each age group.
  7. Use the query from Step 6 as a subquery to find each type of education attained by the population in that age group and the fraction of the population of that age group that has that educational attainment. Label the fraction column output as coefficient. For instance, the fraction of the population in age group 00 – 17 who has an education attainment of Bachelor’s degree or higher is 0.0015, which is the coefficient.
  8. Create a demographics table from the SQL query from Step 7.
  9. Create a query on the pop_proj table which shows the population count by date_year and age.
  10. Use that query from Step 9 as a subquery and join it to the demographics table using the following case statement:
demographics.age = _x000D_
		case_x000D_
			when  temp_pop.age < 18 then '00 to 17'_x000D_
			when  temp_pop.age > 64 then '65 to 80+'_x000D_
			else  '18 to 64'_x000D_
			end

“temp_pop” is an alias for the subquery. Use the following calculation for the demand output:

round(sum(temp_pop.total_pop * demographics.coefficient)) as demand

Output the demand grouped by year and education level.

Write each query you used in Steps 1 – 8 in a text file. If a query produced a result set, then list the first ten rows of each row set after the query. Bundle your lessons learned report, your queries and your query results text file, and your MySQL query explanations from both before and after adding table indexes into a single zip file and submit that zip file as your final portfolio.

 
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Looking Back

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“Looking Back (20 points)” Please respond to the following:

  • Thinking back on what you have learned in this course, discuss the single most interesting or surprising thing you learned, as well as what made it so.
  • If you were to speak with a friend considering taking this course, describe how would you “sell” it to him or her. Explain your rationale.

Interesting to me that I learned in class: The Hotel Business ( below is the discussion question and answer for The Hotel Business–

“The Hotel Business (20 points)” Please respond to the following:

  • Vacation Ownership (a.k.a. time-shares) has seen resurgence in popularity in the past few years. Compare the pros and cons of vacation ownership, and make an overall judgment. Provide specific examples of vacation ownership organizations and some of the services that they provide to support your response.
  • Hotel developers have been much more environmentally sensitive in the past decade. Design a list of five or six environmentally friendly hotel amenities that hotel developers should be incorporating in all new hotel builds. Explain your rationale.

Vacation ownership is a property that is usually divided into different forms of ownership. These properties usually comprise of resorts or condominium units. Multiple parties’ usually have rights of ownership for these properties. It is important to note that these people usually have an allocated period of time. The minimum time in which one can access these properties is usually one week. This business has, however, gained popularity and many people are attracted to these services mainly due to the advantages offered. An example is the Harnsdane Hall hotel that provides the services listed below in the advantages. However, there are also some disadvantages related to vacation ownership. These pros and cons will help us understand the reason for its popularity (1999).

The pros

The pros of vacation ownership include the following;

  • Guaranteed vacations-timeshare offers secure vacations for the right prices. This attracts customers. It is secure (Stringam, 2010).
  • Gorgeous locations- Timeshare offers gorgeous resorts for their customers. Some hotels even practice swapping which adds to its attraction.
  • Helping others enjoy the vacation- It provides people with an opportunity to take their loved ones to these different beautiful locations.

The cons

  • Inability to use
  • Inability to exchange weeks
  • Depreciating values.

The above are some of the cons and pros associated with vacation ownership. However, the main reason why people go on vacations is to enjoy and to relax. The advantages offered by timeshare further outweigh the disadvantages. Hotels are making a major development in the market today. However, in as much as hotels are developing swiftly in the world today, there are other environment hotel friendly amenities that should be incorporated. These include;

  • Conserving energy- This will limit the costs associated with energy.
  • Limiting water use- This is also aimed at cost limiting. Urging the customers to also consider this will go a long way to help implement this idea.
  • Ditch disposables-switching to more natural products is cheaper.
  • Serve local and organic foods- This is much cheaper and healthier. It will also attract more customers.
  • Educate the staff

In conclusion, hotels are making a major development in the world today. This is economically advantageous for countries who have many hotels. It would be wise for countries to start incorporating these ideas (Abbas, 2002).

References

Ladki, S. M., Mikdashi, T. S., Fahed, W., & Abbas, H. (2002). Arab tourists and the Lebanese vacation ownership industry: a quality of life perspective. International Journal of Hospitality Management, 21(3), 257-265.

Stringam, B. B. (2010). Timeshare and vacation ownership executives’ analysis of the industry and the future. Journal of Retail & Leisure Property, 9(1), 37-54.

American Resort Development Association. (1999). State of the US vacation ownership industry: the 1999 report. ARDA.

 
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ACCT 225690 Minnesota Form 1065 US Corporate Income Tax Return Paper

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This project we will be completing a partnership tax return the form 1065. Like before you will need to download the Form 1065 U.S. Return of Partnership Income from the www.irs.gov site. The project can be found on pages 10-56 & 10-57 of your textbook, we will be doing parts a and c. The instruction are in the content folder “Project #2 – Partnership Return”. The project is due Tuesday April 9, 2019 at 1:00pm.

 
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Portable Concept Practice Sheet Worksheet

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Task

  • First, practice the portable concept skill by completing the “Portable Concept Practice Sheet.” This sheet will be worth 15 points of the 80 and must be stapled to your final draft of Short Writing 3. Then, in two paragraphs (roughly 500-600 words), perform a formal application of a portable concept from either Emerson or Machiavelli to a scene from “Bicycle Thieves” or “The Battle of Algiers”
    • In the first paragraph, briefly introduce the film as a whole (2-3 sentences) and then provide a detailed summary of the film scene to the reader for independence. Note that there is no thesis required for this assignment.

Objectives

  • To use an another writer’s ideas for your own ends
  • To defend a reasoned judgment
  • To quote and paraphrase accurately and gracefully
  • To lay the foundation for writing effective responses to civic and academic debates

Criteria for Evaluation

  • Complete: Does the short writing include the necessary parts of the assignment (the portable concept, introduction to the film/film scene, application of the concept by examining one or two key pieces of evidence from the scene in the spirit of 10 on 1)?
  • Accurate: Does the short writing define the concept accurately and completely?
  • Brief: Does the short writing use language precisely and economically to say as much as possible in the allotted space?
  • Independent: Would the short writing make sense to readers who have not read the essay or seen the movie?
  • Clarity and Design: Is the short writing well-written, easy to understand, and easy to follow?Does it have an effective structure and an appropriate style?Are sources properly documented? Are transitions used well?Is it organized and coherent? Is it the proper length?
  • Editing Skills: Is the short writing free of grammatical and mechanical errors?

Grade Range

  • A – Model paper. One or maybe two minor errors and no major errors.
  • B – A few minor errors and perhaps one major error counterbalanced by better than average execution.
  • C – Complete assignment. One or more major errors accompanied by several minor errors. On balance, however, the paper does fair work satisfying the requirements. A “C” paper is a successful paper.
  • D – A medley of major and minor errors. Usually an incomplete assignment. Often times “D” papers demonstrate reading and assignment comprehension issues or are a product of student sloppiness and laziness.
  • F – Failure.

Major Errors: For the worksheet, major errors result in the loss of 1.6-2.5 points. For the essay portion of this assignment, such errors result in the loss of anywhere between 6-16 points, depending on the severity. These errors usually involve issues related to accuracy and misrepresentation, independence, citation, evidence/analysis (step-4), and completion.

Minor Errors: For the worksheet, minor errors result in the loss of 0.2-1.5 points. For the essay portion, such errors result in the loss of anywhere between 1-5 points, depending on the severity. These errors usually involve issues related to grammar and editing, organization, clarity, and neutrality. However, sometimes a problem with accuracy, independence, evidence/analysis (step-4), or citation is insignificant enough to fall under this category.

Keep in mind that minor errors can snowball and cause major errors. For instance, minor errors in organization could conceivably make a paper very difficult to follow overall, giving rise to a work that lacks independence.

 
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Reading Reflection

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This assignment should demonstrate the student’s efforts to integrate the readings with his or her own thoughts and observations as to how the readings pertain to the practice of social work.

Read/ skim the 2 attached articles enough to answer the prompts below:

In preparing your Refection Papers, do not summarize the readings, instead:

Describe both your intellectual and emotional reactions to the content;

Analyze why you think you had these reactions to the content;

Relate the content to previous course readings, your other courses, your field placement and/or life experiences, and the multiple aspects of social work practice; and

Reflect on questions/critiques of the readings that challenge us to think deeply about the content.

(Response should be a mim. of 2 pages)

 
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Defining Adulthood & Life After Consideration Psychology Homework Help

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Post, describing the two cultures in relation to the one factor you selected that may mark adulthood. Next, explain one potential value and one potential limitation related to the factor that define adulthood in both cultures you selected. min 450 words

Note: Be sure to support your postings and responses with specific references to the Learning Resources. Use proper APA format and citations

Consider the following:

Imagine you are middle-aged and belong to a family where your children are late adolescents. You have two teenage children and two very elderly parents. In some cultures, it is common for elders to live in an independent living community, retirement community, or assisted living communities. In other cultures, elders will come live with an adult child.

Post
and describe at least one advantage and one disadvantage of each living arrangement (i.e., independent living, assisted living, and living with an adult child). min450 words

Note:
Be sure to support your postings and responses with specific references to the Learning Resources. Use proper APA format and citations






 
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