The Onion News Network Reader Response Essay Example | Topics and Well Written Essays - 250 words

The Onion News Network Reader Response - Essay Example Such range of awareness has been evoked by such satirical stories highlighted like that of the Japanese tsunami relief, which was followed by serious comments from its viewers. On the other hand, satire news exposes the rot in the government as well as the shortcomings witnessed in most public offices. In the absence of such arenas, the failures and contradictions in many institutions would go unnoticed. Such has been the advocacy of such programs like The Daily Show, which highlights recent ideas and topics of issues that inform the society. Viewers who highly understand the aspect of humor in the satirical news are able to understand situations better than the way they are given in the normal news broadcasts. In this light, the shows of Colbert Report have provided useful insights to its viewers (Amarasingam 62). For example, he named a Hungarian bridge after himself in one of the shows, a silly but insightful portray of the political situation at the

Importance of Annual Reports and Accounts Essay

Importance of Annual Reports and Accounts - Essay Example Generally enterprises use annual reports to express three major types of information and that are market information, financial information and information related to productivity. Tesco’s annual reports also hit the same purpose as they project information of market competencies, company’s fiscal growth and revenues with respect to output levels (Thomsett, 2007). Tesco’s Annual Reports on Market Analysis Tesco’s annual reports talk about the market situation in which the company operates. The reports indicate different market segments, those in which Tesco is successful and those where the company sets back. There is a summarized overview of different business constraints which Tesco highlights in its annual reports. Constraints include trading levels, profit and loss statements, revenues of a particular fiscal, growth, number of employees working, and number of stores operating in one particular fiscal. By giving the overview of all such constraints, Tes co is able to analyze its present market situation (Tesco, 2012). The report comes out at the end of each fiscal giving an overview of complete market statistics. This enables managers to assess present market in terms of future growth prospect. From Tesco’s annual reporting system it can be said that annual reports play a decisive role in market analysis. By having such event based information as in Tesco’s reports, the company is able to compare its past market with the relativistic present market (Tesco, 2012). Actually the reports are projections of periods allowing the planning to make true real assessment. This helps in creating market picture, which shows that how much there is stability and... This paper approves that there are different reasons of why annual reports are important to enterprises. Some of the reasons are clean market analysis, comprehensive growth assessment and comparative financial evaluation, which are helpful to prepare future plans for the company (Stittle, 2003). Annual reports mostly include three types of information, market information, financial information and information related to growth and productivity. By general assessment of the reports strategists are able to understand overall performance of the company on a particular. Annual reports play a decisive role in this respect as they project the key highlights of the company including new projects, day to day customer experience, employees stability and investors engagement, which are enough elements to understand the growth rate and productivity. This report makes a conclusion that Tesco an international retailing company also operates on annual reporting system. The company comes out deliberate with a year of year reporting where information is mostly based financials, market status and growth of the company. This type of information is important to both Tesco managers and investors as they have the idea on company’s real time progress by accessing the annual reported documents. Hence it is to conclude that annual reports hold a major importance for an organization, especially when the organization is on the international grounds and requires a comprehensive tool of expression like annual reports.

Depression and Monoamine Neurotransmitters

Depression and Monoamine Neurotransmitters Depression is no longer seen as a disorder of monoamine neurotransmitters discuss this assertion in the light of the current neurobiological hypotheses of depression The most common mental health disorder not only in United Kingdom but everywhere around the world is depression. Even more disturbing is the fact that depression disorder is estimated to affect around 10% of the people in England. Moreover, approximately 5 to 15 percent of men population and 10 to 20 percent of women population in the USA will suffer from depression during their life. Or to put it more simply, one in five adults worldwide will experience depression at some point of their lives (Kessler et al, 1997). World Health Organization described depression as state of sadness which is accompanied by loss of pleasure or interest in almost every activity. It also includes feelings of guilt, low self-worth, tiredness, poor concentration and disturbed sleep and appetite. According to the criteria of Diagnostic and Statistical Manual of Mental Disorders (DSM) for depression, a person suffers from depression if it experience at least five of the symptoms during the same 2 weeks perio d. These symptoms include depressed mood, loss of interest, weight loss or weight gain, lack of energy, feelings like worthlessness and thoughts of death or suicide etc. Apart from the mental suffering that depression brings, it is also considered as one of the most often reasons for deaths. In 1996 suicide was listed as one of the leading causes of death in the USA (Mireault Deman, 1996). In other words, depression was the reason for more than 30,000 people to take their lives, which was even more than the one infected with the AIDS virus. Even more disturbing is the verifiable truth that most of the investigators believe that the number of deaths because of depression are more than the ones listed due to the fact that those who kill themselves sometimes do it in a way that looks not like a suicide because of depression (Nemeroff, 1998). The financial costs due to depression are also extremely high. Only in UK costs for the economy are estimated at around  £8.6 billion a year. R ecent research revealed that consultations with the GP for treating a depression are estimated at around  £30 million a year and moreover, treating it in hospitals costs more than  £200 million a year. Furthermore, anti-depressants are also one of the leading costs for NHS  £270 million for the last year only (Mentalhealth.org.uk, 2016). Results of recent studies also showed that the major depressive disorder increase the risk of future hearth attack or stroke (McManus, Meltzer, Brugha, Bebbington and Jenkins, 2009). Having explained how important the problem of depression is to our society, it is now important to review the hypotheses and reasons of why people suffer from it. Firstly, this essay will aim to introduce and explain the genetic factors, how the monoamine theory of depression was developed and why in the recent years depression is no longer seen as a disorder of the monoamine transmitters. In addition, this essay aims to discuss how early life stress can increase the risk of depression later in life. One of the oldest explaining of depression provided by researchers is the fact that it runs in families. In other words, geneticist determined that the ones that are blood related to the one suffering from severe depression are much more likely to suffer from this condition too than the general population. Furthermore, family, twin and adoption studies also supported the hypothesis that depression might be inherited (Sanders et al., 1999; Fava and Kendler, 2000). According to the results, around 40% 50% of the risk of depression is on genetic base. Even though the researchers were able to confirm that the risk of depression is partly genetic, there are still many difficulties in finding the vulnerable genes. This is due to the fact that depression is a very complex disorder and it is believed that it involves many genes (Burmeister, 1999). (Nestler et al., 2002). Another reason for the complexity and difficulty in the identifying the faulty gene is that it is also possible that diff erent variants in genes may cause depression in families. Additionally, as the risk of depression is only partly genetic, another important point needs to be considered the nongenetic factors such as individually specific or environmental. Results from a number of studies, including Akiskal (2000) and Fava and Kendler (2000), shed light on the importance of the stress and emotional trauma during the brain development and the importance they have in the etiology of depression. Even though there are a lot of evidences that depression is a stress related disorder, stress itself is not the leading cause of it. As a matter of fact, usually after a stressful event or situations most of the people are not becoming depressed. Indeed, experiencing a serious stress because of physical abuse or rape does not lead to depression but to post-traumatic stress disorder (PTSD). Another important point to consider is also that in general, there are gender differences in the way people respond to a stressor. To put it simply, Kendler, Thornton and Prescott ( 2001) found that even though men and women are more or less equally sensitive to stressful life events, depending on the type of stressor they tend to respond very differently. In their study they revealed that men are much more likely to become depressed after divorce or having troubles in the work place. On the contrary, it was found that women are more likely to have depressive episodes if they have difficulties in relationships, suffer from serious illnesses or death of someone close to them. Having said that, findings again shed the light into the fact that depression is very complex disorder and there are other important factors and mechanisms that need investigation. While genetic researchers continued to look to try to identify the faulty genes, neuroscientists concentrated themselves on the possible brain changes leading to depression. At the beginning most of the work was focused on the neurotransmitters of the monoamine class serotonin, norepinephrine and dopamine in the central nervous system. The reason why researchers became interested in monoamines was because in the early 50s physicians found that depression symptoms appeared in around 20% of patients who were treated with drug reserpine which on the other hand was found to exhaust the supply of the monoamines. In other words, researchers found that these antidepressants were effective for depression as a side effect but they didnt know yet exactly how they worked. Following these results, another research revealed that there is an underlying biological basis for depression and therefore the monoamine hypothesis of depression was proposed. However, it wasnt cleared which of the monoamin es was the most important in depression. At the beginning the theory was called the norepinephrine theory of depression because the scientist thought that the affected neurotransmitter is the norepinephrine. However, several years after the monoamine theory was proposed, there was a research on the hallucinogen lysergic acid diethylamide (LSD) and its action. During the investigation it was revealed that the serotonin receptors are being blocked by the LSD which brought the question whether serotonin might have an important role in the explaining of mood disorders and specifically depression. Therefore, these findings made serotonin the most studied neurotransmitter in the depression disorder. There are several indications that there is an aberrant decreased function of the serotonergic system. The most obvious evidence of reduced serotonin synthesis comes from the studies of Neumeister, Konstantinidis, Stastny et al. (2002) and Neumeister, Nurgent, Waldeck et al. (2004) in which wa s used tryptophan depletion. The results from these studies once again revealed and confirmed that the reduction of serotonin neurotransmitter leads to the development of depressive disorder. Despite the evidences that the studies on serotonin depletion provided, its mechanism in the depressed patients it still unclear. Meyer, Ginovart, Boovariwala et al. (2006) proposed that high amount of monoamine oxidase (MAO) in the brain is one of the reasons that causes the deficiency of the serotonin. Since the hypothesis was proposed various of antidepressants were developed in order to increase the levels of serotonin in the nervous system. However, scientists realized that even though many of the produced antidepressants relieved the symptoms of depression they actually does not affect the serotonin levels. In fact, they were affecting the dopamine, norepinephrine and cholinergic systems but not the serotonin. Furthermore, there were also some drugs that acted only on the norepinephrine system but still they had shown to improve the symptoms of depression. Another important point to consider regarding the serotonin hypothesis is the fact that antidepressants dont work immediately. In fact it can take more than a month to relieve the depression (Onder and Tural, 2002). Therefore, it raises the question if depression is caused because of the low serotonin levels in the brain then why the increasing levels did not change the symptoms right after. Another limitation of the theory i s the fact that the antidepressants does not work on every depressed person. For example recently it was found that antidepressant drugs work in approximately 60 percent of the depressive patients (Gartlehner, Hansen, Thieda, DeVeaugh-Geiss, Gaynes, Krebs, Lux, Morgan, Shumate, Monroe and Lohr, 2007). This again raises the debates whether the low serotonin levels were really responsible for depression. Also, the final problem of the theory is that it is expected that the decreased levels of serotonin in human brain will low the mood. However, several studies were not able to conclude it. Actually, it was found that despite the fact the serotonin is increased by the antidepressants, the lack of serotonin in the brain does not cause the depression (it is like having a stomachache and taking a pill to reduce the pain, however not taking the pill does not mean it started to hurt you because of that), (van der Veen, Evers, Deutz and Schmitt, 2007). Following this discussion it is important to conclude that the depressive disorder is not entirely caused by the serotonin levels in the brain. The monoamine theory of depression does not sufficiently explain the pathology and treatment of depression. It is a fact that human brain is a very complex place and there is a high probability that depression is caused by a combination of factors. Nowadays, it is generally accepted that mood disorders such as depression are definitely occurring as a result of combinations of factors such as genetic, biological and environmental. The discussion above made it clear that the low serotonin levels are not the cause of the depression. Even though antidepressants do not work on everyone, it is essential to examine the other things that these drugs are doing in the brain. Interestingly, recent study has found that the antidepressant drugs not only increase the levels of neurotransmitters in the brain but in fact they can also stimulate the birth of new neuron cells in the brain which is also called neurogenesis (Lucassen, Meerlo, Naylor, van Dam, Dayer, Fuchs, Oomen and Czeh, 2010). Over the past decade, researchers are arising their interest on the fundamental process called neuronal plasticity (or neuroplasticity) which allows the brain to receive information and also to respond in an appropriate way to the same stimuli. The most studied examples of the neural plasticity are learning and memory or in other words the hippocampus of the brain. However, the structures of the brain and the neural plasticity in it can be also activated by various of other stimuli. An example of these include the environmental, pharmacological, social and behavioural. In other words, brain can be stimulated to produce new cells by positive emotions, actions, thoughts etc. These include healthy diet, active lifestyle (sport), good and healthy relationships, sex or in generally being happy stimulate the brain to produce new cells. Pharmacological stimuli such as antidepressant drugs have also been found to increase the formation of new cells and then neurons. On the contrary, bad life style like binge drinking, smoking, having a stressful relationship, poor diet and chronically experience stress is associated with loss and death of brain cells, which on the other hands is believed to play an important role in the pathology of depression. Furthermore, according to the neurogenic hypothesis of depression, the reduced neurogenesis in the adult hippocampus lead to depression symptoms. Controversially, it has been suggested that the increased formation of new neurons in the adult hippocampus is associated with successful treatment of depression disorder. As a matter of fact it rapidly became clear that neural plasticity is one of the most important process that the human brain is able to perform and moreover it is closely associated with most of the functions of the nervous system (Duman, 2004). Having introduced the topic of neurogenesis or neuroplasticity, it is now necessary to look at the factors that suppress the formation of new cells and what influence the formation of the new one. Over the past 25 years a certain amount of excellent reviews have been written on the topic of depression and stress (Kessler, 1997; Paykel, 2003; Monroe Hadjiyannakis, 2002; Tenant, 2002). Many studies revealed that the experience of stress during the development of the brain is highly associated with impact on emotional and cognitive functions (Ammerman, Van Hasselt Hersen, 1991; Fernald Gunnar, 2009). Examples of stress events associated with vulnerability to stress related disorders later in life include poverty, loss of parent, divorce of parents, substance abuse of any of the parents, physical abuse etc. (Repetti, Taylor Seeman, 2002; Halligan, Herbert, Goodyer Murray, 2007; Lupien, McEwen, Gunnar Heim, 2009; Schore, 2000). Post-traumatic stress disorder, depression and anxiety are all stress related disorders which are considered as important part of chronic early life stress (CES) (Heim, Newport, Mletzko, Miller Nemeroff, 2008; Bremner, Southwick, Johnson, Yehuda Charney, 1993; MacMillarn et al., 2001). Interestingly, recent studies proposed that the loss of the neurons in the hippocampus may contribute to the developing of the depressive disorder. As a matter of fact, the hippocampus is one of the parts of the brain where the formation of neurons is a very essential process that takes place during the life of the humans and animals (Eriksson et al., 1998). Many researchers also reported that the neurogenesis in the hippocampus is able to be influenced by several factors one of which is stress (Kempermann et al., 1997; van Praag et al., 1999). In a number of studies was demonstrated that hippocampus plays a significant role in the pathophysiology of the major depressive disorder (Ho and Wang, 2010; MacMillarn et al., 2001). Moreover, in one recent stud y (Ho and Wang, 2010) confirmed the theory using animal models that stress and shock reduce the cells in the hippocampus and also that the long term use of antidepressant treatment can significantly reverse the effect. Another important evidence supporting the neurogenesis theory are the posmortem studies of the hippocampal tissue. By investigating the hippocampal tissue from depressed patients, researchers found reductions in the neuropil network as well as decline in the neurogenesis of the hippocampus (Sheline, Wand, Gado, Csernansky and Vannier, 1996; Sheline, Gado and Kraemer, 2003). Following the evidences that there is a possible link between the stress, depression and neurogenesis in the hippocampus, a study of Malberg, Eisch, Nestler and Duman (2000) aimed to examine whether the treatment with antidepressant drug will influence the neurogenesis in the hippocampus of an adult rat. It is challenging and difficult to create an animal model that can completely represent the symptoms of depression. This is due to the fact that most of the animals do not have self-consciousness, thinking abilities and most importantly they are not able to indicate the symptoms of the depressive disorders such as the depressed mood, the low self-esteem, the suicidal desires etc. However, many mental disorders including depression, consists endophenotypes which allows to be evaluated in animals. Examples of these endophenotypes that can be observed in the animal model of depression are anhedonia, changes in appetite, behavioural hopelessness, weight gain, changes in sleep etc. (Hasle r et al., 2004). Moreover, brain responses to stress is similar in rodents (Lupien, McEwen, Gunnar and Heim, 2009).   So, in order to examine the effect that antidepressants have on the neurogenesis Malberg, Eisch, Nestler and Duman, (2000) examined adult rats. During the experiments, different kinds of antidepressant drugs were used for a period of 28 days. In order to find out the effects of the drugs on the cells there were two group of rats. In short, to one of the group was given antidepressant and to the other vehicle. To label the dividing cells, four days after the last antidepressant drug treatment rats were given a thymidine analog bromodeoxyuridine (BrdU) and one of them were killed after 24 hours (to measure the cell proliferation) and the other one were killed after another 28 days (to determine the phenotype). The results of the study revealed that continuously treatment with antidepressants increases the formation of new neurons in the hippocampus part of the brain of an adult rats. Another very important finding that this study demonstrated is the fact that antidepressants are increasing the neurogenesis after a chronic treatment (28 days) and not a straight after the intake of the drug (short term).   These results are also consistent with the results of several similar studies (Santarelli, Saxe, Gross, Surget, Battaglia, Duman et al., 2003;). Furthermore, few recent studies also examined the effects that antidepressant drug therapies have on the cognitive functions of healthy humans. Results in one of the studies (Mowla et al., 2007) demonstrated that antidepressants positively influence the memory and other cognitive functions in the old patients that have cognitive problems. Several other researchers also demonstrated that antidepressant drug treatment of depression is associated with improvements in memory and also the cognitive functions (Allain et al, 1992). To summarize, the neurogenesis theory has been supported by many researchers that also include animal studies. As stated earlier, antidepressant drugs were found to increase not only the levels of the neurotransmitters in the brain (serotonin, norepinephrine and dopamine) but also to increase the formation of the new cells in the brain on in other words the neurogenesis. It is generally widely known that during the life of a person new neurons are growing in the hippocampus. On the other hand, it was also found that stress is able to reduce the neurons in the hippocampus of the brain. However, nowadays there are a lot of evidences that taking antidepressant drugs for at least month will significantly increase the neurogenesis in the brain which at the same time will reduce the depression symptoms. In contrasts with the monoamine theory, neurogenesis theory takes the right amount of time to have an effect on the brain. Furthermore, many researchers are now trying to investigate the pa rt that neurogenesis plays in depression disorder. This at the same time will help to increase the production of new cells directly, rather than focusing the antidepressants on the neurotransmitters. However, there are still many debates whether there are real changes in the neurogenesis in the brain of the people suffering from depression (Werry, Enjetu, Halliday, Sachdev and Double, 2010). Further investigation of the neuroplasticity and the antidepressant treatments will lead to better understanding of the disorder and the development of new treatments. References Akiskal, H. (2000). S27.05 Temperamental dysregulations in mood disorders. European Psychiatry, 15, p.s268. Ammerman, R., Van Hasselt, V. and Hersen, M. (1991). Parent-Child Problem-Solving Interactions in Families of Visually Impaired Youth. Journal of Pediatric Psychology, 16(1), pp.87-101. Allain H, Lieury A, Brunet-Bourgin F, Mirabaud C, Trebon P, Le Coz F et al (1992). Antidepressants and cognition: comparative effects of moclobemide, viloxazine and maprotiline. Psychopharmacology (Berl) 106: S56-S61. Bremner, J., Southwick, S., Johnson, D., Yehuda, R. and Charney, D. (1993). Childhood physical abuse and combat-related posttraumatic stress disorder in Vietnam veterans. The American Journal of Psychiatry, 150(2), pp.235-239. Burmeister, M. (1999). Basic concepts in the study of diseases with complex genetics. Biological Psychiatry, 45(5), pp.522-532. Duman, R. (2004). Neural plasticity: consequences of stress and actions of antidepressant treatment. Pharmacological aspects, pp.157-166. Eriksson, P., Perfileva, E., Bjork-Eriksson, T., Alborn, A., Nordborg, C., Peterson, D. and Gage, F. (1999). Neurogenesis in the adult human hippocampus. Nat Med, (4), pp.1313-1317. Fava, M. and Kendler, K. (2000). Major Depressive Disorder. Neuron, 28(2), pp.335-341. Fernald, L. and Gunnar, M. (2009). Poverty-alleviation program participation and salivary cortisol in very low-income children. Social Science Medicine, 68(12), pp.2180-2189. Halligan, S., Herbert, J., Goodyer, I. and Murray, L. (2007). Disturbances in Morning Cortisol Secretion in Association with Maternal Postnatal Depression Predict Subsequent Depressive Symptomatology in Adolescents. Biological Psychiatry, 62(1), pp.40-46. Heim, C., Newport, D., Mletzko, T., Miller, A. and Nemeroff, C. (2008). The link between childhood trauma and depression: Insights from HPA axis studies in humans. Psychoneuroendocrinology, 33(6), pp.693-710. Ho, Y. and Wang, S. (2010). Adult neurogenesis is reduced in the dorsal hippocampus of rats displaying learned helplessness behavior. Neuroscience, 171(1), pp.153-161. Kendler, K., Thornton, L. and Prescott, C. (2001). Gender Differences in the Rates of Exposure to Stressful Life Events and Sensitivity to Their Depressogenic Effects. American Journal of Psychiatry, 158(4), pp.587-593. Kessler, R. (1997). THE EFFECTS OF STRESSFUL LIFE EVENTS ON DEPRESSION. Annual Review of Psychology, 48(1), pp.191-214. Konstantinidis, A., Stastny, J., Ptak-Butta, J., Hilger, E., Winkler, D., Barnas, C., Neumeister, A. and Kasper, S. (2002). Intravenous mirtazapine in the treatment of depressed inpatients. European Neuropsychopharmacology, 12(1), pp.57-60. Kempermann, G., Kuhn, H. and Gage, F. (1997). More hippocampal neurons in adult mice living in an enriched environment. Nature, 386(6624), pp.493-495. Lupien, S., McEwen, B., Gunnar, M. and Heim, C. (2009). Effects of stress throughout the lifespan on the brain, behaviour and cognition. Nature Reviews Neuroscience, 10(6), pp.434-445. Lucassen, P., Meerlo, P., Naylor, A., van Dam, A., Dayer, A., Fuchs, E., Oomen, C. and Czà ©h, B. (2010). Regulation of adult neurogenesis by stress, sleep disruption, exercise and inflammation: Implications for depression and antidepressant actionà ¢Ã‹Å"† . European Neuropsychopharmacology, 20(1), pp.1-17. MacMillan, H., Fleming, J., Streiner, D., Lin, E., Boyle, M., Jamieson, E., Duku, E., Walsh, C., Wong, M. and Beardslee, W. (2001). Childhood Abuse and Lifetime Psychopathology in a Community Sample. American Journal of Psychiatry, 158(11), pp.1878-1883. Malberg, J., Eisch, A., Nestler, E. and Duman, R. (2000). Chronic antidepressant treatment increases neurogenesis in adult rat hippocampus. Neurosci, 20, pp.9104-9110. Meyer, J., Ginovart, N., Boovariwala, A., Sagrati, S., Hussey, D., Garcia, A., Young, T., Praschak-Rieder, N., Wilson, A. and Houle, S. (2006). Elevated Monoamine Oxidase A Levels in the Brain. Archives of General Psychiatry, 63(11), p.1209. Monroe, S. and Hadjiyannakis, K. (2002). The social environment and depression: focusing on severe life stress. Gotlib Hammen, pp.314-40. Morgan, L., Gartlehner, G., Richard, H., Thieda, P., DeVeaugh-Geiss, A., Krebs, E., Monroe, L. and Lohr, K. (2012). P-1102 Comparative effectiveness of second generation antidepressants in the pharmacologic treatment of adult depression. European Psychiatry, 27, p.1. Mowla A, Mosavinasab M, Pani A (2007). Does fluoxetine have any effects on the cognition of patients with mild cognitive impairment? A double-blind, placebo-controlled, clinical trial. J Clin Psychopharm 27: 67-70. Mireault, M., DeMan, A. (1996). Suicidal ideation among older adults: Personal  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   variables, stress and social support. Social Behavior and Personality, 24, 385-392. Mentalhealth.org.uk. (2016). Mental health statistics: the most common mental health problems. [online] Available at: https://www.mentalhealth.org.uk/statistics/mental-health-statistics-most-common-mental-health-problems [Accessed 4 Dec. 2016]. McManus S., Meltzer H., Brugha T., Bebbington P., Jenkins R. (2009). Adult Psychiatric Morbidity in England 2007: results of a household survey. NHS Information Centre for Health and Social Care. [online] Available at: http://www.hscic.gov.uk/pubs/psychiatricmorbidity07 [Accessed 15 Dec 2016]. Nestler, E., Barrot, M., DiLeone, R., Eisch, A., Gold, S. and Monteggia, L. (2002). Neurobiology of Depression. Neuron, 34, pp.13-25. Neumeister, A., Nugent, A., Waldeck, T., Geraci, M., Schwarz, M., Bonne, O., Bain, E., Luckenbaugh, D., Herscovitch, P., Charney, D. and Drevets, W. (2004). Neural and Behavioral Responses to Tryptophan Depletion in UnmedicatedPatients With Remitted Nemeroff, C. (1988). The neurobiology of aging and the neurobiology of depression: Is there a relationship?. Neurobiology of Aging, 9, pp.120-122. Major Depressive Disorder and Controls. Archives of General Psychiatry, 61(8), p.765. Nemeroff, C. (1988). The neurobiology of aging and the neurobiology of depression: Is there a relationship?. Neurobiology of Aging, 9, pp.120-122. ÃÆ'-nder, E. and Tural, U. (2002). Faster response in depressive patients treated with fluoxetine alone than in combination with buspirone. Journal of Affective Disorders, 76(1-3), pp.223-227. Paykel, E. (2003). Life events and affective disorders. Acta Psychiatr Scand, 108(3), pp.61-66. Sanders, A., Detera-Wadleigh, S. and Gershon, E. (1999). Molecular genetics of mood disorders. In Neurobiology of Mental Illness, pp.299-316. Tennant, C. (2002). Life events, stress and depression: a review of recent findings. Australian and New Zealand Journal of Psychiatry, 36(2), pp.173-182. van der Veen, F., Evers, E., Deutz, N. and Schmitt, J. (2007). Effects of Acute Tryptophan Depletion on Mood and Facial Emotion Perception Related Brain Activation and Performance in Healthy Women with and without a Family History of Depression. Neuropsychopharmacology, 32(1), pp.216-224. Van Praag, H. (2005). The World Journal of Biological Psychiatry. 2(5), p.22. Repetti, R., Taylor, S. and Seeman, T. (2002). Risky families: Family social environments and the mental and physical health of offspring. Psychological Bulletin, 128(2), pp.330-366. Santarelli, L., Saxe, M., Gross, C., Surget, A., Battaglia, F., Duman, R., Daluwa, S. and Weisstaub, N. (2003). Requirement of Hippocampal Neurogenesis for the Behavioral Effects of Antidepressants. Science, 301(5634), pp.805-809. Schore, A. (2000). Attachment and the regulation of the right brain. Attachment Human Development, 2(1), pp.23-47. van Praag, H., Kempermann, G. and Gage, F. (1999). Running increases cell proliferation and neurogenesis in the adult mouse dentate gyrus. Nat Neurosci, 2, pp.226-270. Werry, E., Enjeti, S., Halliday, G., Sachdev, P. and Double, K. (2010). Effect of age on proliferation-regulating factors in human adult neurogenic regions. Journal of Neurochemistry, 115(4), pp.956-964. Y. I. Sheline, P.W.Wang,M. H. Gado, J. G. Csernansky, and M. W. Vannier (1996), Hippocampal atrophy in recurrent major depression,. Proceedings of the National Academy of Sciences of the United States of America, vol. 93, no. 9, pp. 3908-3913. Y. I. Sheline, M. H. Gado, and H. C. Kraemer (2003), Untreated depression and hippocampal volume loss, American Journal of Psychiatry, vol. 160, no. 8, pp. 1516-1518.

Australia :: History

Australia  ¡Ã‚ §The Portuguese were the first to discover the East Coast of Australia ¡Ã‚ ¨ In Australian history books, it has been thought for hundreds of years that Captain Cook from England was the first to discover the east coast of Australia on 28th April 1770. However latest evidence shows that this historic event is inaccurate. A number of relics and remains have been found which indicate the Portuguese arrival at Australia in the early to mid 1500 ¡Ã‚ ¦s, 200 years before Cook. These clues include the Mahogany Ship, a Portuguese caravel that was shipwrecked six miles west of Warrnambool; a stone house at Bittangabee Bay; the Dieppe map, a secret map drawn by the Portuguese; a cannon and five keys found in Geelong. The shipwreck of Mahogany Ship remains Warrnambool ¡Ã‚ ¦s first shipping disaster. The Mahogany Ship is believed to be a Portuguese caravel lost in 1522 in Warrnambool under the command of Cristovao de Mendonca. Prince Henry, the ruler of Portugal at that time, had sent Mendonca and his crew to Australia in order to discover unfound land on the other side of the world that he had located on the French Map, the Dieppe Map that the Portuguese had stolen and copied. Many people believed that the world was a flat saucer but Prince Henry believed that the world was a sphere. Prince Henry wanted to find out if there was in fact such land over the other side of the world as Australia, if it was inhabited and if there was any treasure or valuable things there. This journey had to be kept a secret because the Portuguese were breaking an agreement that they had made with the Spanish. The agreement stated that the Spanish and Portuguese had half of the world each to explore but they could not explore past their boundaries. Mendonca and his crew set out from Portugal in the 1500 ¡Ã‚ ¦s to find out about this new territory. Unfortunately the Mahogany ship was shipwrecked at Warrnambool in Victoria, Australia. Twenty-seven people reported that they saw the Mahogany Ship sink however no one ever found the remains of the caravel. It has been believed that a great storm last century had buried the ship in sand, under sand dunes, but also the last timbers might have been burnt by whalers and locals who were in need of firewood. In July 1999, Mr. Des Williams discovered some wood buried three metres underneath the sand dunes between Warrnambool and Port Fairy.

Task 3 Answer

Task 3 Name: Section: Author’s Purpose Activity Directions: Read the descriptions of each item and determine the author’s purpose in writing it (to entertain, persuade, or inform). Then, in a sentence or two, explain your answer. 1. A story about a family trying to stick together and survive through the Great Depression in the Midwest in the 1930s Author’s Purpose: to entertain Explain Your Answer: Write a sentence or two. Because it is a story and wants to entertain. 2. A section in a history book describing the conditions and causes of the Great Depression in the Midwest in the 1930sAuthor’s Purpose: to inform Explain Your Answer: Write a sentence or two. It is giving an idea or information about great depression. It is written to inform. 3. An instructional booklet describing how to operate an MP3 player Author’s Purpose: to inform Explain Your Answer: Write a sentence or two. Because this text describing how to operate MP3 player using instructi onal booklet. Then, the purpose of the author is to inform. 4. An article where the author argues that an IPOD music player is better than a ZUNE Author’s Purpose: to persuade Explain Your Answer: Write a sentence or two.The authors showing that IPOD music player is better than ZUNE. Try to encourage the reader. [email  protected] 5. A poem about why the IPOD is the greatest consumer electronic device ever made Author’s Purpose: to entertain Explain Your Answer: Write a sentence or two. The text is a kind of poem and the poem is written to entertain. 6. The story of a young athlete who takes steroids and his life and future fall apart Author’s Purpose: to entertain Explain Your Answer: Write a sentence or two. Even though the readers can get information and lesson, it is a story wants to entertain. . A medical report describing the effects of steroids on the human body Author’s Purpose: to inform Explain Your Answer: Write a sentence or two. The author describe the effects of steroids on human body, therefore, the purpose of the author is t inform. 8. A speech written by Jose Canseco listing the negative effects of steroids and urging young athletes to not use steroids Author’s Purpose: to persuade Explain Your Answer: Write a sentence or two. The authors attempting to influence the readers that steroids have different effects. The purpose of the author is to persuade. [email  protected] 9. A booklet containing the school rules and the consequences for violating those rules Author’s Purpose: to inform Explain Your Answer: Write a sentence or two. The text (student booklet) gives information to the reader. Therefore, the purpose of the author is to inform. 10. A story written about a young boy who moves to a new school and is bullied, but he gains self-confidence by joining a sports team and learns to stand up for himself. Author’s Purpose: to entertain Explain Your Answer: Write a sentence or two. To enterta in is the main purpose of the story.

Improve own & team practice in schools Essay

Team work in schools is important as it’s a development not only for you but also for others. It helps to build a positive relationship with those that are within your team, as well as showing that there is support for one another within the structure. Whatever the size the school you work in, you will be part of a group of people who each have a different role to fulfil while working to support individuals or groups of pupils. Whilst each member of the team know and understand their own role, they should also know and understand the roles of other team members, and how they all fit together in a school environment. Where there is team work, responsibilities and tasks are shared between the team, therefor, the tasks will be completed more effectively and also in a good time scale. Each team member has their own skills and expertise, communicating with them not only increases your own knowledge and skills, but also allows you to understand your own role within the team. Communication is a very important tool in team work; you can ask for advice or even give advice about certain subjects or topics, as well as sharing ideas on them too. When it comes to the pupils, communicating between each other is very important as you will share information on the child such as the child’s welfare, medical information or even their progress within the classroom. When adults are working effectively together, working as part of a team, the children will see them as role models and will follow, copy and mimic what they see. They will not only use this in and around the school, but also when they are at home. To a parent this shows that the school is setting a good example to its pupils, which in turn will give the school respectively high standards and a great reputation. 3. 2 As well as working and having shared roles, the team must have clear purpose and objectives. The main purpose of team work are: To provide a safe environment for the pupils. To motivate the pupils to use their full intellectual potential. To support the pupils development. To support and respect one and other. In the setting to which I am part of a team, there are a number of purposes and objectives of my team in which they work, for example working in a team makes things easier for everyone. This could be with activities, paperwork, observations, snack times etc, this makes our school run more easily and effectively. Our schools main objectives is to create a safe educational environment for the pupils to learn in and also help them to develop in all areas. Our setting offers a variety of activities for the children to take part in, such as health and beauty, life skills, fun fit leisure and employability. These will help the pupils to develop in areas that focus on individual development rather than development of the group on the whole. These will help the individual pupil reach the goals set for them and prepare them for when they leave school into a working environment. 3. 3 My own role and responsibilities as teaching assistant is to work under the instruction and guidance of the teaching staff and senior staff. I work in a Post 16+ Special Needs School. We have about 12 student that attend our school, all having individual needs. I work with the class teacher, supporting learning for the pupils and providing general support to the teacher in the management of the pupils and the classroom as well as the outdoor activities. My role as a teaching assistant is to take on tasks such as to supervise the pupils, to ensure they have the correct tools to which is needed for the lesson to which is being taught and to ensure the pupils clear up afterwards, this allows the teacher to concentrate on teaching. To support pupils with particular individual needs, sometimes my role is to work one to one, while others work in small groups or work with one of these groups. The teacher is not able to give every pupil individual attention, assistants provide essential support to the pupils and the lead teacher. My responsibilities also include: †¢ Supervising creative activities (e. g. when the pupils use scissors, glue or even using the computer). †¢ giving support to pupils (individually or groups) who need support in a particular task. †¢ helping pupils to learn through role play or other play activities. †¢ offering support and understanding to those who are upset. It is essential to have effective open communication with others within the team through regular meetings to ensure you have a clear plan of yours and others roles and to be able to establish any action plans and deadlines that are in place. This will give you an understanding of how what you are doing fits into the whole team and school. 3. 4 The reason why it is important in respecting the skills and expertise of others is to develop a good working relationship with other members of your team. Each member of the team is equally as important as the other members of the team; as they will all bring something uniquely different to the team. When shared, via communicating, with each other, you can learn new skills and techniques, which then helps to develop your ongoing learning. It is always respectful to listen to the opinions of others as well as listening to their knowledgeable ideas. This is not only showing that you respect them as a person, but also their contributions to your development, and it also helps to develop a good working relationship with them. For a new member to join the team, they may feel intimidated in offering input at first. They may have new ideas on how to progress or help with something, but may not offer it in order to avoid any conflict with those who have been there for some time before they started. On the other hand, if a new member were to join the team and they said that something should be done differently, without listening to the opinions and advice of others, this may cause unease and problems within the team.