This short answer exam consists of five questions. Each answer requires at least 300 words with an introduction that has a topic sentence, a body, a conclusion and at least 2 references in APA format.
Make sure the questions are fully answered with key points from each topic. All your writing must be in your own words. No quotes! Paraphrase (restate what you read) rather than copying material from the course textbook or the Internet. No copying is permitted in this course and doing so will result in zero points on the exam. Answers must be written in narrative, paragraph form.
Thank you also for your patience during the grading process. Each answer is graded manually, and the system will update after each answer. During this time, you may see a grade of 20, 40, and so on until all of the answers have been graded.
Discuss the literature on split-brain and lateralization of function. What does the research tell us about each hemispheres ability to function independently (e.g., cognitively, creatively, etc.) and in unison? What are the implications for the cognitive neuroscientist in terms of research?
Discuss one of the psychiatric disorders. Be sure to address both the physiological and behavioral aspects of the disorder (signs and symptoms, biochemical or genetic theories, etc.), and pharmacological and behavioral treatments for the disorder. What is the role of the biopsychologist or neuroscientist in this type of research?
Discuss sleep in terms of the normal sleep cycle. Be sure to address the stages of sleep and physiological correlates associated with each stage. How does dreaming fit into our conception of a normal sleep cycle? Address theories of dreaming. What are the consequences of disruption of sleep?
Critically evaluate the theories that have been used to explain emotion. Which do you think is the best theory and why?
What brain regions and neurochemical systems are known to be involved in the regulation of sleep? What is known about the neurobiology and endocrinology of circadian rhythms?
What is a stroke? A stroke is a medical emergency in which the blood supply to the brain is interrupted or reduced. When a blood vessel carrying oxygen and nutrients to the brain is either blocked by a clot or breaks, a stroke occurs (or ruptures). When this happens, a section of the brain lacks the blood (and oxygen) it requires, which can lead to cell death. Brain ischemia symptoms can be transitory, lasting seconds to minutes, or they can endure for hours or days (MedLinePlus, 2021). If the brain is irreparably harmed and infarction occurs, symptoms and indicators will last indefinitely. Unfortunately, neurologic symptoms do not correctly represent the existence or absence of infarction, and the speed with which symptoms manifest does not identify the exact area of ischemia. This is a major issue since correct diagnosis of the symptoms is essential for effective treatment.
According to Kaiser Stroke Comprehensive Center in Sacramento (Kaiser, 2022): “Stroke is the fifth leading cause of death in the United States and the primary cause of adult disability. Up to 80 percent of strokes are preventable.”
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Epidemiology
Stroke is the third leading cause of death in the United States
Every year 600,000 people will suffer a new or recurrent stroke, and of those, 160,000 die.
Non-modifiable risk factors
A stroke can happen to anyone. You have no control over some risk factors. Others are linked to medical conditions and/or lifestyle choices.
Risk factors that you cannot control are:
Age: The risk for stroke increases with age and doubles every decade after 55.
Race: African Americans and Hispanics are at greater risk of stroke compared to other races. Young African Americans are 2 to 3 times more likely to experience ischemic stroke and are more likely to die from stroke compared to Caucasians.
Gender: Stroke is more common in men than women. However, stroke is more severe in women at all ages, and more women than men die of stroke.
Family history: You’re at greater risk for stroke if you have a parent or sibling who has had a heart attack or stroke.
Prior history of stroke or TIA: About 14 percent of people who have a stroke have another one within 1 year; 25 percent have a second stroke within 5 years.
(CDC, 2021)
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Risk Factors
Risk factors you can control are (Kaiser, 2022) (CDC, 2022):
Hypertension
Diabetes
High cholesterol
Obesity
Smoking
Carotid artery disease
Atrial fibrillation: This is a type of irregular heart rhythm in which blood clots form inside the heart. Clots can get stuck in the brain’s blood arteries.
Sleep apnea (sleep-related breathing disorder) has recently been linked to increasing risk of stroke.
Other heart conditions, including endocarditis, heart valve conditions, and cardiomyopathy
Other rarer disease and conditions such as lupus, syphilis, hemophilia, pneumonia, high levels of homocysteine, and periodontal disease
Birth control pills: Because their risk of stroke is very low, young healthy women (less than 35 years old, nonsmoking, and without high blood pressure) can utilize hormonal birth control. We recommend using the lowest dose of hormonal birth control if you’re older, smoke, or have hypertension. You could also use a nonhormonal birth control option such as condoms or an intrauterine device (IUD).
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Symptoms
The prognosis of a patient will be better if they can get a diagnosis and treatment for a stroke as soon as possible. As a result, it’s critical to learn and recognize the signs and symptoms of a stroke.
Symptoms of a stroke include (Ellis, 2018):
dizziness and trouble walking
loss of coordination and balance
difficulties communicating or understanding what others are saying
numbness or paralysis in the face, leg, or arm on only one side of the body, most frequently on one side of the body distorted or clouded vision
a severe headache, especially when nausea, vomiting, or disorientation accompany it
The symptoms of a stroke vary based on the person and the location of the stroke in the brain. Even if the symptoms aren’t severe, they usually develop suddenly and can get worse with time.
Depending on the kind, severity, location, and number of strokes, the effects differ from person to person. The brain is a complicated organ. Each part of the brain is in charge of a certain function or skill. When a section of the brain is destroyed by a stroke, it is possible that a component of the body will lose its usual function. This could lead to a handicap.
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Anatomy & Physiology
One of several pathophysiologic processes involving the blood arteries of the brain causes cerebrovascular disease (Caplan, 2021), they are: atherosclerosis, lipohyalinosis, inflammation, amyloid deposition, arterial dissection, developmental deformity, aneurysmal dilation, and/or venous thrombosis. Those mentioned are all processes that are inherent to the vessel. The process can start from afar, for example when an embolus from the heart or extracranial circulation lodges in an intracranial channel. Inadequate cerebral blood flow due to decreased perfusion pressure or increased blood viscosity may also cause ischemia. The rupture of a vessel in the subarachnoid space or intracerebral tissue may cause a hemorrhagic stroke.
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Types of Strokes
Hemorrhagic strokes occur when a blood vessel in the brain leaks or ruptures. Blood can then seep into the brain, killing brain cells. They can result from many conditions that affect your blood vessels. Symptoms develop out of nowhere. Severe headaches, nausea, and vomiting are possible symptoms.
Types of hemorrhagic stroke:
Subarachnoid Hemorrhage: When a blood vessel breaks and bleeds into the space between the brain and the skull, it is known as a SAH. A burst aneurysm induced by elevated blood pressure is the most common cause. An aneurysm is a blood-filled pouch that forms on the inside of an arterial wall and swells outward. It is an artery on or near the surface of the brain , bursts and spill into the space between the surface of the brain and the skull.
Intracerebral Hemorrhage: When a blood artery in the brain spills into the tissue, it is known as an ICH. The main reasons are high blood pressure and aging blood vessels. This occurs when a blood vessel in the brain bursts and spills into the surrounding brain tissue, damaging brain cells.
When a blood clot stops an artery for a brief period of time, it is known as a transient ischemic attack also known as a “ministroke.” This is when there is a temporary decrease in blood supply to part of the brain. The symptoms are similar to those of a stroke, but they last only a few minutes to hours, and there is no permanent brain damage. Having a TIA raises your chances of having a stroke.
(Kaiser, 2022)
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Hemorrhagic Stroke
Thrombotic Stroke
Embolic Stroke
Intracerebral Hemorrhage
Subarachnoid Hemorrhage
TIA
Ischemic Stroke
Types of Strokes
Ischemic strokes are caused by a shortage of blood supply to a portion of the brain (American Stroke Association, n.d.). It’s caused by blood arteries in the brain becoming narrowed or clogged, cutting off blood flow:
• Ischemic strokes account for roughly 87 percent of all strokes.
• Symptoms may appear suddenly or gradually worsen over time.
• Loss of strength or sensation on one side of the body, trouble speaking, or changes in vision or balance are all possible symptoms of a TIA, which can occur before an ischemic stroke..
• Low blood flow results in systemic hypoperfusion.
When the heart stops working, not enough blood reaches the brain. A heart attack can lead to a stroke in this way.
The cause of up to 40% of ischemic strokes is unknown.
Ischemic Strokes are classified as follows:
• Thrombotic strokes are caused by a blood clot (thrombus) in a cerebral artery. The clot prevents blood from flowing to a portion of the brain. Typically, blood clots occur in arteries that have been injured by plaque build-up (atherosclerosis).
• Embolic strokes are caused by a blood clot that has moved around in the heart (embolus). Clots travel through the bloodstream and obstruct a blood artery in or near the brain.
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Treatment
Treatment of the stroke depends on what kind of stroke you have had. If it is an ischemic stroke it is imperative that they get medical help as soon as possible. The instant emergency medical services (EMS) arrives to transport you to the hospital; your stroke treatment begins. You may receive emergency care, treatment to prevent another stroke, rehabilitation to treat stroke-related side effects, or all three after you arrive at the hospital (CDC, 2021). Stroke is a life-threatening condition. If you arrive within 4.5 hours of when you were last normal you can receive Alteplase (Vega, 2022).Your medical team in the emergency room will (Kaiser, 2022):
Examine you to determine the extent of the stroke and its consequences.
Examine your medical history and inquire about your symptoms. If you are unable to communicate, we will contact a family member or friend on your behalf.
Testing such as blood tests, an electrocardiogram (EKG or ECG), and a CT (computed tomography) scan are performed. Other tests may be performed, such as an MRI, cerebral angiography, carotid ultrasonography (carotid doppler or duplex ultrasound), and/or an echocardiography (heart ultrasound).
tPA increases the likelihood of a stroke recovery. Individuals with ischemic strokes who receive tPA are more likely to fully recover or have less disability than patients who do not receive the medication, according to studies. Patients who get tPA are also less likely to require long-term nursing home care. Many stroke sufferers, unfortunately, do not arrive at the hospital in time for tPA treatment. This is why it’s critical to detect the signs and symptoms of a stroke as soon as possible.
For those who are past the 4.5 hours mark, but within 24 hours may be considered for treatment. They would have a procedure done through Interventional radiology. This is where they go through the femoral artery and retrieve the clot.
Carotid Artery Surgery (Endarterectomy) (Kaiser, 2022) may be used to help prevent a stroke. A vascular surgeon removes plaque (fatty deposits) from the carotid arteries in your neck during a carotid endarterectomy. The blood supply to your brain is provided by these arteries. The surgery’s timing will be determined by a number of factors, including:
The severity of the brain injury
your general well-being.
Craniotomy is used when the hemorrhage is so big that it puts pressure on the brain, causing a shift, which lead to deterioration. Removing part of the skull allows for swelling.
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Alteplase
Injected into vein in arm
Given 4.5 hours after onset of symptoms
Dissolves the blood clot and restores blood flow
Intervention Radiology
Retrieves the clot
Opens the artery to resore blood flow
Can be done up to 24 hours after onset of symptoms
Carotid endarterectomy
Incision in neck
Open crotid artery
Remove fatty acids
Craniotomy
Small section of skull is cut away
Remove blood clot/repair burst in blood vessel
Prevention
It is important for both the patient and family members know that prevention is number one. Knowing your blood pressure, taking Statins to control hypercholesterolemia, quit smoking and taking anticlotting agents are things everyone can work on to help prevent future strokes.
Individuals who have had a stroke may have any of the following symptoms (Baptist Health, n.d.):
Problems with bladder and bowel function are typical among stroke survivors, but they can be upsetting. Urinary incontinence and retention, constipation, and bowel incontinence can all complicate “going to the bathroom” after a stroke.
Stroke patients may find it difficult to cope with a barrage of emotions. Some emotions are natural reactions to life changes following a stroke. They should be encouraged to seek help if they are suffering from sadness, anxiety, or overwhelming emotions.
After a stroke, one of the most prevalent complaints is exhaustion. Fatigue affects between 30 percent to 70 percent of survivors, which can be frustrating and hinder recovery.
Communication difficulties are one of the most typical issues following a stroke. Individuals may stutter, slur, or not be able to find their words at all. Stroke survivors and their families may experience distress and frustration as a result of this.
Strokes can range in severity from minor to severe, with a variety of limitations in between. Stroke survivors can find a variety of tools, including in-person and online Stroke Support Group meetings, to help them manage with their new limitations.
Professionals are expected to provide help and associated care information to family caregivers throughout the course of the disease (Pei-Chun Tsai, 2015). In order to comprehend difficulties from the caregivers’ perspective, health care practitioners must assess the requirements of family caregivers. Family caregivers should be given relevant information and counseling to assist them get the aid they need when they need it.
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Control high blood pressure
Lower cholesterol
Quit smoking
Control diabetes
Maintain a healthy weight
Exercise
Manage stress
Eat a healthy diet
Avoid illicit drugs
Summary
Stroke is sudden death of brain cells due to lack of oxygen
Stroke is caused by blockage of blood flow/rupture of artery to the brain
Symptoms: weakness/paralysis on one side of the body, difficulty with balance, speaking, and swallowing
Clot-busting drugs like TPA can be used to reverse a stroke
Prevention – minimizing risk factors
A stroke is known medically as a cerebrovascular accident (CVA). A stroke occurs when blood flow to a portion of your brain is interrupted by a blockage or a blood vessel rupture. Everyone should be educated and aware of the signs and symptoms of a stroke. Especially those with comorbidities such as hypertension, diabetes and hyperlipidemia/hypercholesterolemia. It is critical to seek medical help as soon as possible in order to undergo treatment that will improve the prognosis. If a stroke is not treated promptly, it can lead to lifelong brain damage. It is also important to prevent future strokes or strokes at all by controlling high blood pressure, high cholesterol and diabetes.
(Kaiser, 2022)
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References
American Stroke Association. (n.d.). About Stroke. Retrieved from American Stroke Association: About Stroke
Baptist Health. (n.d.). Patient Education for Stroke. Retrieved from Baptist Health: https://www.baptist-health.com/services/stroke/patient-education-for-stroke/#:~:text=Patient%20Education%20for%20Stroke%20Learn%20more%20about%20the,or%20medically-managed%20to%20decrease%20your%20risk%20of%20stroke.
Caplan, L. R. (2021, August 3). Overview of the evaluation of stroke. Retrieved from UpToDate: https://www.uptodate.com/contents/overview-of-the-evaluation-of-stroke?search=cva&source=search_result&selectedTitle=2~150&usage_type=default&display_rank=2
CDC. (2021, May 5). Stroke. Retrieved from CDC: https://www.cdc.gov/stroke/treatments.htm
CDC. (2021, May 5). Stroke Facts. Retrieved from CDC: https://www.cdc.gov/stroke/facts.htm
CDC. (2021, August 2). Types of Stroke. Retrieved from CDC.gov: https://www.cdc.gov/stroke/types_of_stroke.htm
Ellis, M. E. (2018, September 29). Cerebrovascular Accident. Retrieved from HealthLine: https://www.healthline.com/health/cerebrovascular-accident
John Hopkins Medicine. (n.d.). Effects of Stroke. Retrieved from John Hopkins Medicine: https://www.hopkinsmedicine.org/health/conditions-and-diseases/stroke/effects-of-stroke
Kaiser. (2022). Stroke. Retrieved from Kaiser: https://mydoctor.kaiserpermanente.org/ncal/structured-content/#/Condition_Stroke.xml
MedLinePlus. (2021, October 26). Stroke. Retrieved from MedLinePlus: https://medlineplus.gov/stroke.html
Pei-Chun Tsai, P.-K. Y.-F. (2015). Needs of family caregivers of stroke patients: a longitudinal study of caregivers’ perspectives. Retrieved from NIH: https://pubmed.ncbi.nlm.nih.gov/25834409/
Vega, J. (2022, February 23). How Tissue Plasminogen Activator (tPA) Works for Stroke. Retrieved from VeryWellHealth: https://www.verywellhealth.com/tissue-plasminogen-activator-tpa-3146225
The selection process for law enforcement officers includes an interview, situational tests, and psychological tests. As in most professions, officers also participate in annual continuing education programs. While there is a need for updated training for officers, researchers have also recognized the need to study police behaviors. Recently, researchers have created a mobile electroencephalogram (EEG) to monitor brain activity of officers when put into stressful situations. Read about the study here. Now locate a news article that discusses how police officers are trained to handle stressful situations. Given the information you found, how does your article interpret the research study? Your paper should be no more than two (2) pages and should include an APA citation for the article analyzed
The selection process for law enforcement officers includes an interview, situational tests, and psychological tests. As in most professions, officers also participate in annual continuing education programs. While there is a need for updated training for officers, researchers have also recognized the need to study police behaviors. Recently, researchers have created a mobile electroencephalogram (EEG) to monitor brain activity of officers when put into stressful situations. Read about the study here. Now locate a news article that discusses how police officers are trained to handle stressful situations. Given the information you found, how does your article interpret the research study? Your paper should be no more than two (2) pages and should include an APA citation for the article analyzed
CLICK HERE TO MAKE YOUR ORDERon Recently, researchers have created a mobile electroencephalogram (EEG) to monitor brain activity of officers when put into stressful situations
As a Computer Scientist, you have observed a multitude of reactions when something new and unique has been introduced to accentuate our capabilities. When Google Glasses were released, many business owners refused to allow patrons to wear these devices in their place of business; all Google Glasses had to be checked at the door before entering. The main controversy of Google Glass was its potential to intrude into everyone’s privacy.
The use of brain-computer interfaces could become as controversial as Google Glass. However, this type of interface might not be as visible and should not threaten anyone’s privacy. Just imagine how cool it would be to have a word processor type whatever you were thinking, or search the web using just your thoughts.
Instructions
Conduct some research on brain-computer interfaces to get a better idea of the concept and what recent breakthroughs have occurred. Once you feel comfortable with this new technology you need to develop a feasibility study containing a SWOT with at least three examples of Strength, Weakness, Opportunities and Threats along with Analysis and an impact statement that addresses the following:
· What, if any, employment complications might arise due to the use of brain-computer interfaces.
· The various complications that might develop due to society’s resistance to their use.
· The paradigm shift that the use of brain-computer interfaces will create.
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using this book ((lifespan development 7th edition boyd )) this book must be one of the 3 sources you will use for this essay. Please read the discussion guidelines carefully.
Overview In this discussion, you will explore adolescent identity development in your own life or in popular culture. The purpose of this discussion is to encourage you and your classmates to reflect on this topic and foster a conversation that elucidates the concepts in this module.
Instructions Watch Insight Into the Teenage Brain and The Mysterious Workings of the Adolescent Brain in their entirety. Answer the following questions in your post:
What aspects of the documentary surprised you? How can advances in neuroscience help us understand adolescent identity development? What did you learn about your own adolescent identity development by watching these talks? How can advances in neuroscience help teachers working with adolescents and parents who have adolescent children become better teachers and/or better parents?
Discussion Guidelines
Quantity
The goal for module discussions is to have an interesting and academic dialogue where we will explore various developmental issues. For each discussion, you will be required to write an initial post and respond to a minimum of two other students’ posts. Continuous interaction throughout the module discussion helps to build community. Enhanced learning will occur through interaction with your peers and the instructor. Spread your posts over different days during the time the module discussion is open. Posting all discussions in the same day or meeting the quantity requirements on the final few days of any module discussion will earn minimal points. Please refer to the Discussion Rubric for details.
Quality
A quality post includes efforts to synthesize your learning by using course terms and concepts in replies. Critical thought is expected. Draw connections between current and past material, other courses you may be taking or have taken, personal experience, current events, web resources, and so on to enhance the discussion. In replying to fellow students, the goal is always to say what you agree or politely disagree with or what you find interesting about your peers’ posts and expand the conversation! To earn full credit, your replies must bring new information and/or thoughts to the discussion. Community building is important in the online classroom. Refer to the “Course Policies” section of the Start Here! module for a brief explanation and link to further information on the Mutual Respect in CCC-Online Communications policy. In addition to this policy, community is demonstrated by integrating the comments of your peers (including the instructor) in elaboration on a question to expand the discussion. The discussion should be interactive, not a series of monologues!
Length
Try to keep your discussion posts concise and meaningful. You are required to write an initial post of no less than 500 words. You are also required to reply to two other students’ posts with posts of no less than 200 words each. Think of your peers before posting and ask yourself if you would want to read the post you are about to make. What does it add to the conversation? How does it enhance the discussion? If you can provide solid answers to these questions for both your initial post and your replies, then you likely have very good posts. Specifically, focus on one claim in two fellow classmates’ responses that you think deserves to be developed in more depth. Suggest how that claim could be further developed and supported with evidence.
Citation
Your initial post must include two resources (textbook + one peer-reviewed scholarly journal article) and be appropriately cited in APA. Both of your replies must include one resource (textbook or other scholarly resource) each, appropriately cited in APA. Refer to the Course Policies section of the Start Here! module for an explanation of plagiarism. Remember, you must cite all information you take from other sources. Many students make the mistake of citing only when they directly quote a source. You must also cite when you paraphrase information from a source. Review the APA style guide provided on the Purdue Owl Website at https://owl.english.purdue.edu/owl/resource/560/01/
++++++++ please use from these journal plus the lifespan book only. I am not allowed to use any other websites or books, only these journals plus the book
Acceptable journals include:
Developmental Psychology
Health Psychology
Journal of Counseling Psychology
Journal of Family Psychology
Journal of Personality and Social Psychology
Journal of Counseling & Development
Counseling & Clinical Psychology Journal
Journal of College Counseling
Journal of Mental Health Counseling
Journal of Clinical Child & Adolescent Psychology
Insight into the Teenage Brain and The Mysterious Workings of the Adolescent Brain
The adolescent stage has been found to be a period in human development that is marked by rapid and greatest development (Fuhrmann, Knoll & Blakemore, 2015). Other than secondary sex characteristics or physical the physical signs that shows maturity, the most important aspect of growth during the adolescence occurs in the brain. According to (Boyd & Bee, 2014) adolescent brain development is nearly complete and is as developed as 95% of that of an adult. The video clips “Insight into the Teenage Brain” and “The Mysterious Workings of the Adolescent Brain” provides important neuroscientific explanations of development of teenage brain during adolescence.
Although I found the two video clips to be very informative and reinforcing of the content learned about adolescent, there are some aspects that were surprising. One aspect that I found to be so surprising was the development of reward system among the adolescents. In the video clip “Insight into the Teenage Brain” I was surprised to find out that functional MRI on adolescent brain found that the teenage groups have exaggerated sensitivity to rewards (Galván, 2013). When it was compared to the sensitivity of the adults, the teenagers showed high magnitude of activation towards sugar. The other aspect that was found to be surprising was when I watched “The Mysterious Workings of the Adolescent Brain”. I was surprised to find out that though the prefrontal cortex is so active during the adolescence there is decrease in social cognition tasks during this developmental stage. The early studies done over thirty years ago considered human brain to be fixed and immutable after its final development in childhood. However, the developments in the last decades have allowed neuroscientists to study the brain……………………………………………………………………………………………………
