An Introduction to Volleyball

Symptoms And Symptoms Of Schizophrenia - 980 Words

Schizophrenia is a severe brain disorder that disrupts the normal balance of thinking and emotions; thus, sufferers decode reality abnormally. Schizophrenia can result in an amalgamation of delusions, hallucinations (visual or auditory), disordered thinking, chaotic speech, and behavior (Mayo Clinic, 2014). Schizophrenia â€Å"has the highest disability rating (0.53) of all mental illnesses among adults† (Eaton, 2012, p. 19), and as a chronic disorder requires lifetime treatment. The latter serves as the most compelling evidence that helps to explain the current happenings in Ms. Jones case. Navigation of life is not void of challenges; however, in the presence of a mental disorder, these normal life challenges are exacerbated. Because of this continued mental health services are of fundamental importance for the suffer given they can ease the burden of the disorder. Unfortunately, numerous barriers interrupt the path to care and treatment, which many suffers cannot navigate, thereby severing their link to these vital services. Barriers are either attitudinal (stigma and adverse perception about mental health efficiency) or structural (e.g. location, distance, accessibility, inadequate health coverage) both of which appear to have an impact in this particular case (Eaton, 2012). Ms. Jones unwillingness to accept her diagnosis with paranoid schizophrenia is indicative of the power of stigmas, as well as their ability to obstruct treatment. A review of this client’s historyShow MoreRelatedSymptoms And Symptoms Of Schizophrenia1176 Words   |  5 Pages Symptoms The symptoms of schizophrenia are wide and varied, typically falling into three main categories, positive symptoms, negative symptoms, and cognitive symptoms. Each of these symptom types affect the patient in different ways, and in different degrees of severity. The symptoms may range from mildly irritating, to severe and debilitating. Positive symptoms are behaviors not normally seen in healthy people. Negative symptoms are behaviors that are usually exhibited in healthy people but areRead MoreSymptoms And Symptoms Of Schizophrenia1671 Words   |  7 Pages Schizophrenia is defined many ways, but each definition of this disorder is correct. No two individuals will have the exact same symptoms of schizophrenia. The word schizophrenia comes from the Greek words that mean â€Å"split mind†. This disorder can lead to many other problems throughout a person’s lifetime. There are many different symptoms that can help with a diagnosis of schizophrenia, but each of the sym ptoms can also be contributed to other disorders. The symptoms of schizophrenia appearRead MoreSymptoms And Symptoms Of Schizophrenia904 Words   |  4 Pagessigns symptoms observed. Some of the disorders are caused by different factors and reveal divergent signs and symptoms which are depended on the field of the body infected. This paper purposes at critically evaluating and analyzing psychological disorder referred to as schizophrenia by demonstrating its symptoms and their occurrences. It will discuss the causes of this type of psychological disorder and possible diagnostic together treatments mechanisms of this kind of disease. Schizophrenia is aRead MoreSymptoms And Symptoms Of Schizophrenia1077 Words   |  5 PagesIntroduction Schizophrenias is a serious mental illness characterized by incoherent or illogical thoughts, bizarre behavior and speech, and delusions or hallucinations, such as hearing voices (APA,2015). I choose to touch on the topic of schizophrenia because I always been interested the topic itself. The one thing I wondered is if there are different stages of schizophrenia and why it may be hard to diagnose. Schizophrenia is a mental disease that’s very hard to pinpoint in a person, whichRead MoreSymptoms And Symptoms Of Schizophrenia1210 Words   |  5 PagesIntroduction Schizophrenia Symptoms. Schizophrenia is a chronic and severe mental disorder which is characterized by an inability to distinguish what is real and subsequent abnormal behavior. Literally translating from the Greek skhizein and phrÄ“n meaning ‘split-mind’, schizophrenia is characterized by both positive symptoms, e.g. hallucinations, delusions, and disorganized thinking, and also negative symptoms, e.g. apathy, Anhedonia, and deficits in executive functioning. The Diagnostic and StatisticalRead MoreSymptoms And Symptoms Of Schizophrenia1153 Words   |  5 Pages 1 / 3 Cindy Tien 3-18-15 Per.6 Schizophrenia What is Schizophrenia? Can you imagine living day by day having to hear and see things that nobody else could? You feel alone, lost and different amongst other normal people. Believe it or not, approximately twenty five million people in America have been impacted by this disease called schizophrenia. What is schizophrenia? Schizophrenia is mental disorder distinguished by disturbances within thought patterns, attention, and emotions. UnfortunatelyRead MoreSymptoms And Symptoms Of Schizophrenia1569 Words   |  7 Pagesmental health professionals, Jaime was confirmed to have paranoid schizophrenia. Jaime was immediately put on antipsychotic medication, and after about 3 months of taking that medication, he started attending psychological treatment. He has been continuing with both procedures for about a year. Today, his medication dose has lowered and he has shown much improvement compared to when he first was diagnosed. Introduction Positive symptoms are behaviors that aren t seen in healthy people, people whoRead MoreSymptoms And Symptoms Of Schizophrenia Essay858 Words   |  4 PagesSchizophrenia Over 2 million Americans suffer with schizophrenia each day. A vast majority of people diagnosed with schizophrenia suffer from hallucinations, delusions, paranoia, and disorganized speech. Hallucinations are sensory experiences in the absence of external stimulation; therefore, people with schizophrenia may see people or things that are not really there and may even hold conversions or have relationships with these â€Å"people†. Delusions are false beliefs about reality. Someone withRead MoreSymptoms And Symptoms Of Schizophrenia1049 Words   |  5 Pages The Effects of Schizophrenia Madison M. Sulak Dr. Linstrum PSYCH 2301 East Texas Baptist University Fall 2015 Pg. 1 A brain disorder can be triggered by multiple different things such as a stroke, abnormal growths, any type of viral infection, or cancer. There are countless types of brain disorders that people are diagnosed with daily. According to the National Institute of Mental Health, â€Å"Schizophrenia is a chronic, severe, and disabling brain disorder that has affected peopleRead MoreSymptoms And Symptoms Of Schizophrenia1430 Words   |  6 PagesIntroduction Schizophrenia is very complex and â€Å"startling disorder characterized by a broad range of cognitive and emotional dysfunctions† (Barlow Durand, 2015, p. 477). It can greatly impact a person’s life in a negative manner: affecting physical, emotional, relational, and occupational health. The National Institute of Mental Health defines schizophrenia as a â€Å"chronic and severe disorder that affects how a person, think, feels, and acts† (National Institute of Mental Health, n.d., para. 1).

Photosynthesis Free Essays

string(43) " lamp at various distances from the plant\." The leaves are the part of a plant where most photosynthesis takes place. If you cut a leaf in half and look at the cut end, it would look like this: Key: 1. Waxy cuticle: this gives the leaf a waterproof layer, which lets in light. We will write a custom essay sample on Photosynthesis or any similar topic only for you Order Now 2. Upper epidermis: provides an upper surface. 3. Palisade cells: contain chloroplasts. 4. Spongy mesophyll: collection of damp, loosely packed cells. 5. Lower epidermis: layer of cells on the lower surface. 6. Air space inside the leaf: allows contact between air and moist cell surfaces. 7. Stoma: a hole in the leaf through which gases diffuse. . Guard cells: change shape to close the stoma. One unique feature of leaves is that they have tiny holes in them to let carbon dioxide and oxygen enter and exit. The hole formed between these cells is called a stoma. A stoma is just a hole. It is controlled by two guard cells, which change shape to either open or close the hole. Something makes water enter the cells by osmosis and so they swell up and change shape, but no one is quite sure of the trigger. The stomata (air holes) on plants are normally open during the day and closed at night. These stomata are found on the undersides of leaves. This is because if they faced the sunlight, some of the plant’s precious water could evaporate out of them. [IMAGE] Guard cells Hole Open stoma Closed stoma Photosynthesis is the way that plants make their food using energy from sunlight. This is the word equation: [IMAGE] Plants use the green dye (or pigment) called chlorophyll to pick up the energy from the sunlight. Plants make sugar and use some of it for energy to keep them alive (respiration) but they also use some for growth and repair by making fats and proteins. However, it is not always sunny so plants need to be able to store some of the sugar they make, so they convert it to a storage carbohydrate (starch). Plants could use starch or glucose. Starch is insoluble (it does not dissolve in water) while glucose is soluble. This means that if starch is used, less water is required to keep its food stored. The amounts of water, carbon dioxide, sunlight and temperature can all affect how effectively a plant carries out photosynthesis. The amount of water is effected by how much is taken up through the roots and how much is lost from the leaves. If less water is available in the leaf then photosynthesis will occur more slowly. Similarly, if there is less carbon dioxide around then photosynthesis will occur more slowly. There wont be enough of the fuel (substrate) to get the reaction to work. If there is less sun, which usually means it is cooler too, then there is less energy for photosynthesis and it occurs more slowly. So photosynthesis works best when it is warm and sunny. Aim === The aim of my experiment is to determine whether or not the intensity of light will affect the rate of photosynthesis in a plant. To do this, I am going to observe Canadian pond weed (Elodea) under varying light intensities. The Elodea will be submerged in water. I will count the amount of oxygen given off in this experiment by counting the number of bubbles produced. I used Canadian pondweed because of its unusual ability to emit bubbles of gas from a cut end, when placed in water. Introduction Photosynthesis occurs only in the presence of light, and takes place in the chloroplasts of green plant cells. Photosynthesis can be defined as the production of simple sugars from carbon dioxide and water causing the release of sugar and oxygen. The chemical equation for photosynthesis can be expressed as: sunlight [IMAGE]Carbon dioxide + water sugar (glucose) + oxygen + water CO2 + H2O C6H2O6 + O2 + H2O All plants need light in order to photosynthesise. This has been proven many times in experiments, so it is possible to say that without light, the plant would die. The reason that light intensity does affect the rate of photosynthesis is because as light (and therefore energy) falls on the chloroplasts in a leaf, it is trapped by the chlorophyll, which then makes the energy available for chemical reactions in the plant. As the amount of sunlight (or in this case light from a bulb) falls on the plant, energy is absorbed. This means that energy is available for the chemical reactions, and so photosynthesis takes place. The more light there is that falls on the leaf in the first place, the quicker the rate that the reaction can take place. There are many factors which will affect the rate of photosynthesis, including light intensity, temperature and carbon dioxide concentration. The maximum rate of photosynthesis will be controlled by a limiting factor. This factor will prevent the rate of photosynthesis from rising above a certain level, even if the other conditions needed for photosynthesis are improved. It will therefore be necessary to control these factors throughout the experiment so as not to let them affect the reliability of my investigation into the effect of light intensity. Predictions ———– I predict that as the intensity of light increase, so will the rate of photosynthesis. I also predict that if the light intensity increases, the rate of photosynthesis will increase at a proportional rate until a certain level is reached, and the rate of increase will then go down. Eventually, a level will be reached where an increase in light intensity will have no further effect on the rate of photosynthesis, as there will be another limiting factor, in this case probably temperature. Preliminary work =============== Initially, to determine a suitable range of levels of light intensities at which to record results for my experiment, I did a preliminary investigation in which I recorded the number of bubbles of oxygen given off in a given time at various light intensities. To alter the light intensity, I placed a lamp at various distances from the plant. You read "Photosynthesis" in category "Papers" I also therefore needed a way of accur ately measuring the light intensity, and I did this using a light intensity monitor. I obtained the following results: Light intensity (%) Number of oxygen bubbles collected 100 38 95 51 90 45 85 36 80 33 75 14 70 7 65 1 60 0 Although this is a very quick, simple and efficient way of obtaining an idea of the trends for the graph, and the boundaries for the measurements, this experiment was not in itself in my opinion accurate enough to be the basis of my main experiment. This lack of accuracy was mainly due to the fact that by simply counting the bubbles, I was relying on each bubble being exactly the same size, which they clearly were not. The preliminary experiment will give me a best fit curve to which I can compare my main graph, and also points at either end of my results at which it is clear to see light intensity has little or no effect. Here, it was in fact at a light intensity of around 95% when it seems that another factor such as temperature or carbon dioxide concentration has become a limiting factor. In my main experiment, it will not be necessary to take readings above this point. It also shows that while my outer limits are justified, it will be better to take more readings between the current light intensity values of around 60 – 95%. I will take readings at 60%, 62. 5%, 65%, 67. 5%, 70%, 72. 5% aâ‚ ¬Ã‚ ¦ This way I will obtain more results between an accurate value scale. Here are my results from my preliminary experiment: [IMAGE] Method Input variables Light intensity – This is to be varied by increasing and decreasing the distance from the light source to the plant Output variables Volume of oxygen (rate of photosynthesis) – This is to be measured by finding the number of bubbles of oxygen produced in a 30 seconds. Carbon dioxide concentration – This can affect the rate of photosynthesis, since if there is too little CO2, it can become the limiting factor. In this case, as long as the experiment is done over a short period of time, the amount of carbon dioxide used up by the plant will not be sufficient enough to cause the carbon dioxide concentration to become the limiting factor. If my experiment were to be performed over a longer period of time, this would become a problem. Water availability – Water is also required in the photosynthesis reaction, and when it is lacking, the plants’ stomata close to prevent further water loss. This closing of the stomata cells also leads to little carbon dioxide being able to diffuse through. Clearly, in a water plant, (like the pondweed) as long as the plant is fully submerged in water at all times, this will not be a problem. Temperature – Enzymes are used in the photosynthesis reactions of a plant. Therefore, temperature will increase the rate of photosynthesis, until a point at which the enzymes weaken and work at a slower rate. I am going to perform the experiment at 22 degrees, checking the temperature frequently in case the heat given off from the light should slightly raise the temperature, in which case I shall simply refill the beaker with more water after each experiment. Apparatus list A § Desk lamp A § Elodea pondweed A § Clamp A § Water A § Thermometer A § Test-tube A § Beaker A § Cold water A § Stopwatch A § Light intensity meter Cut a stem of Canadian pondweed of about 7cm in length. Fill a test-tube with water, and place it in a clamp. Then place the test tube into a beaker of cold water. Insert a thermometer into the beaker, and record the temperature at the beginning and end of each experiment, (as a precaution against a significant unexpected rise in temperature). Set up a lamp at a set distance from the plant, ensuring that this distance is from the filament of the lamp to the actual pondweed, rather than the edge of the beaker. The light intensity must be measured in the same way as described in the preliminary experiment. When bubbles are being produced at a steady rate, start the stopwatch and count how many oxygen bubbles are produced in 30 seconds. Repeat this experiment three times for accuracy. Following the aforementioned method, I obtained these results: Light intensity (%) Number of bubbles counted Test 1 Test 2 Test 3 95 52 0 50 90 47 48 46 85 37 39 39 80 35 32 33 75 12 13 10 70 4 2 3 65 1 0 2 60 1 0 0 From these results, I have worked out one set of average results and drawn a graph to show them. The results are rounded up to integers because the â€Å"number of bubbles counted† is discrete data (ie – â€Å"4 and a half bubbles† would not be appropriate). ======================================================= ============== Light intensity (%) Average number of bubbles counted 95 51 90 47 85 38 80 33 75 12 70 3 65 1 60 0 *****Analysis***** ================== *****My graph was in the form of a best-fit curve. I drew it as a curve rather than a straight line because of the clear pattern of the points. This meant that the rate of photosynthesis increased as the light intensity increased. This was because photosynthesis is a reaction, which needs energy from light to work, so as the amount of energy available from light increased with the rise in light intensity, so did the amount of oxygen produced as a product of photosynthesis. My graphs showed that the relationship between the light intensity and the rate of photosynthesis was non-linear, as both graphs produced a best-fit curve. However, as I expected in my hypothesis, it does appear that for the very first part of the graph, the increase in rate is in fact proportional to the increase in light intensity (i. e. a straight line) and I can show this by taking some readings from the graph: Results from graphaâ‚ ¬Ã‚ ¦ =================== From these results, I am able to say that an increase in light intensity does certainly increase the rate of photosynthesis. The gradual decrease in the rate of increase of the rate of photosynthesis (the shallowing of the curve) can be attributed to the other factors limiting the rate of photosynthesis. As light intensity increases, the photosynthetic rate is being limited by certain factors, such as carbon dioxide and temperature. These factors do not immediately limit the rate of photosynthesis, but rather gradually. As light intensity increases further, so the rate of photosynthesis is being limited by other factors more and more, until the rate of photosynthesis is constant, and so is almost certainly limited in full by another factor. Overall, both graphs and my results support my predictions fully. My idea that the rate of photosynthesis would increase with light intensity was comprehensively backed up by my results. This is because a higher light intensity involves a greater level of light energy, which can then be transferred to a special protein environment designed to convert the energy. Here, the energy of a photon is used to transfer electrons from one chlorophyll pigment to the next. When enough energy has been gathered at a reaction centre, ATP can be synthesised from ADP. The oxygen collected in the experiment is in fact the by-product of this reaction, and so it is lear to see that the more light energy, the more ADP is being converted into ATP and more oxygen is produced as a result. Evaluation ========== Although I feel that my experiment was sound overall, I thought there were many points at which the accuracy was not perfect. As I have already stated, my preliminary experiment was not accurate enough to justify being used as my main experiment. This was mostly due to the fact that I was relying on all the bubbles being the same size, which they clearly weren’t, however many of the smaller inaccuracies also apply to my main experiment. Firstly, the distance between the light sources and the Canadian Pondweed were not measured to a very high degree of accuracy, especially when you note the fact that the distance should have been measured exactly from the filament of the light bulb to the centre of the plant. It is possible here to find a percentage error. I estimate that the error could have been up to 0. 5cm and I will find the percentage error for the largest and smallest reading using this estimate: Percentage error = possible inaccuracy total reading % error distance 10 5cm 1 50cm Percentage error is just how much your guess was off from the actual value. The formula is: |estimate – actual|/actual * 100% [That is: the absolute value of (the estimate minus the actual) all divided by the actual, all multiplied by 100%. ]* It is clear to see that the percentage error is much less for the larger distances. Although I was not actually using the distances as part of my results, I used them as a marker for where the lamp was placed each time, as I assumed that the light intensity would be the same each time at a particular distance. Therefore, any inaccuracies in measuring the distances, i. e. f a distance was slightly different when doing the actual experiment from the distance at which I earlier measured the light intensity, an error would ensue. The second major inaccuracy was in measuring the volume of oxygen given off. When reading the syringe there could have been an error of 0. 25mm, and again it is possible to find a percentage error. % error volume 3. 57 7ml 50 0. 5ml For the smallest volumes this is clearly a massive error, and to improve this, it would be necessary to do the readings over a longer period of time, therefore increasing the volumes, and in turn reducing the percentage errors. Another error would have been due to background light in the vicinity. We tried to reduce this error by closing all blinds in the laboratory, but due to practical reasons, we could not all perform the experiment in a separate room, and we therefore experienced light pollution from other student’s experiments. This would have had a very marginal effect on my results as a whole, but to eliminate this problem completely, it would have been necessary to perform the experiment in a totally dark room. A further inaccuracy was in the heat generated by the lamp. As I have earlier described, temperature has a very noticeable effect on the rate of photosynthesis, and so any increase in the temperature of the pond water would have had serious effects on the accuracy of my results. To ensure this did not happen, I monitored the temperature of the water before and after every reading, to check that the temperature did in fact not rise. It turned out not to be a problem, as over the short period of time taken by my experimental readings, the temperature did not rise at all. However, if I were to extend the time of my experiment to 5 minutes for each reading for example, which would have the effect of reducing other percentage errors, I would have to find some way of keeping the temperature constant. One way of doing this would be to place a perspex block between the lamp and the plant, which would absorb most of the heat, while allowing the light energy to pass through. As I mentioned in my planning, carbon dioxide concentration could have been an error in the experiment. However, I feel that due to the short period of time taken there is very little chance that the oncentration would ever have been so low as to become the limiting factor. Again if I were to carry out the experiment over a longer time period, it would have been necessary to add sodium hydrogen carbonate to the water to increase the carbon dioxide concentrations. The last inaccuracy, though a small one, was in the time keeping. The main problem here was in when to begin the minute. If fo r one reading, the minute was started just after one bubble had been produced, and in another reading it was just before, this could have had a negative effect on the accuracy of my results. I therefore ensured that in each case I started the stopwatch just after a bubble had been produced, thus heightening the accuracy. Overall, I felt that due to the small volumes of oxygen involved, my experiment was not as accurate as it could have been, however I believe it was accurate enough to support and justify my hypotheses. Improvements could have been made as I have stated, mainly by simply increasing the time taken. However, due to practical time constraints in taking the readings for my investigation, and some consequential problems relating to time extension, I could not in fact make these adjustments. The other obvious way of increasing the reliability of my results would be to take many repeat readings and find an average. To extend my enquiries into the rate of photosynthesis, I could perhaps try to link in some of the other limiting factors to the same experiment, as well as investigating them in their own right. It could also be interesting to explore the effects of coloured lights on the rate of photosynthesis, which could lead to the question of whether or not other types of light, such as fluorescent lights or halogen lights, would have a different effect on the rate of photosynthesis. How to cite Photosynthesis, Papers

The Speech the Graduates Didn’t Hear free essay sample

Neusner has presented support for his thesis with both logical and emotional elements, and the emotional elements help to persuade. Some of the author’s stronger arguments include, even thought students come to class late, are lazy, and are rude, the faculty stay calm and helps students to solve problems. For example, if students came late the faculty pretends like they do not care. Despite instructors failing to teach the students, the students are happy because, for them school is easy. Some students may argue or act rude toward the faculty, but the real world, after they are graduates, is not same as college. That will make students failures in the real world, because students will act with coworkers and bosses same ways they acted with faculty or professors. In colleges, students drop classes without failure, but outside of college failure will become marked on their record. After graduating with good grades maybe benefit in the future, but in the real world, good grades do not protect students from doing wrong. We will write a custom essay sample on The Speech the Graduates Didn’t Hear or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page College has spoiled students and has not prepared students for the real world that is why on graduation day is not the day that faculty should be proud. In contrast, the author has been less effective using proof/logic in other examples. For instance, it is not always true that he said students’ failure leaves with no record, and if a student forgets their appointment, the faculty will change their schedule. The author might be correct that sometimes college spoils students and makes students too comfortable, as it is logical to see examples of that in other parts of life. Brown University is trying to make being a student easy, for reasons of professors want students to be happy, and like the faculty. And it is true this will make students fail in the real world, but it still happens in many colleges. The faculty knows it was not right, but they still did, because being a strict professor will make students chose to learn with another professor that is easier. And when students have easy professors, it is hard to improve and it will make college a retreat. And this is why the faculty does not feel pride on commencement day. In my opinion, I think students will like easy professors and they will feel unappreciated with easy professor when they are in the real world that acts different from college. After I finished reading the article, I felt like the author was upset with the faculty system and is clearly emotional about this subject. This speech may affect students, but in my opinion this article should affect the professors more. This situation will not happen if college systems are stricter. It is true that students like easy professors, but if they have no choice because every professors are strict, they will prepare themselves more before coming to the class. This article feels like the author thinks this problem cannot be solved and that is why he is sarcastic with this tone. One thing students want is a good grade, because that shows they are responsible and that will make them be the first choice for employment. I have an example that is related to this article. My classmate is an A student all the time, and one day the strict professor said grades were not important. The important thing is that we can bring the knowledge to adapt in the work situation. After the class, my classmate told me it was not true, because if she does not have good grades it is hard to find a job. After the end of semester, she told me she got A- from that class, and she does not like this professor. Another class she got A, and she told me the professor was easy, however the teacher did not teach well, which made her have to study by herself. From my classmate example, I realized that being a good professor by being strict can make the students think the professor is bad, but being a lazy professor that gives good grades makes the students think the professor is good. The author makes a passionate argument by logically suggesting if colleges want to solve this problem, the leaders need to write the rules that make every professor go in the same direction. Unfortunately, Neusner offers no real solution plan for accomplishing this. For instance, no professor wants to be the problem; if all professors do the same thing, no one makes a difference. But, this is problem applies equally to being â€Å"too easy† and being â€Å"too strict†. That will help their faculty or college get stronger. Schools need to teach students to be respectful to professors and their institutions, if this succeeds, students will be successful in college and in the real world. In conclusion, I believe the author makes a good argument when supporting his thesis. Then students will fail in the real world, because colleges do not prepare them to handle with real live.