Bipolar Disorder

Bipolar Disorder Essay Bipolar Disorder Essay Bipolar affective disorder has been a mystery since the 16th century. History has shown that this disorder can appear in almost anyone. Even the great painter Vincent Van Gogh is believed to have had bipolar disorder. It is clear that in our society many people live with bipolar disorder; however, despite the amount of people suffering from it, we are still waiting for explanations for the causes and cure. The one fact of which we are aware is that bipolar disorder severely undermines its victims ability to obtain and maintain social and occupational success. Because bipolar disorder has such debilitating symptoms, it is important that we keep looking for explanations of its causes and for more ways to treat this disorder. Bipolar has a large variety of symptoms, divided in two categories. One is the manic episodes, the other is depressive. The depressive episodes are characterized by intense feelings of sadness and despair that can turn into feelings of hopelessness and helplessness. Some of the symptoms of a depressive episode include disturbances in sleep and appetite, loss of energy, feelings of worthlessness, guilt, difficulty thinking, indecision, and reoccurring thoughts of death and suicide. The manic episodes are characterized by elevated or irritable mood, increased energy, decreased need for sleep, poor judgment and insight, and often reckless or irresponsible behavior. These episodes may alternate with profound depressions characterized by a deep sadness, almost inability to move, hopelessness, and disturbances in appetite, sleep, problems with concentrations and driving. Bipolar affective disorder affects approximately one percent of the population (approximately three million people) in the United States. It occurs in both males and females. Bipolar disorder is diagnosed if an episode of mania occurs whether depression has been diagnosed or not. Most commonly, individuals with manic episodes do experience a period of depression. Symptoms include elated, excited, or irritable mood, hyperactivity, pressure of speech, flight of ideas, inflated self-esteem, decreased need for sleep, distractibility, and excessive involvement in reckless activities. As the National Depressive and Manic Depressive Association (MDMDA) has found out in their research, bipolar disorder can create marital and family disruptions, occupational setbacks, and financial disasters. Many times, bipolar patients report that the depressions are longer and increase in frequency as the person ages. Many timess bipolar states and psychotic states are misdiagnosed as schizophrenia. The onset of Bipolar disorder usually occurs between the ages of 20 and 30 years of age, with a second peak in the mid-forties for women. A typical bipolar patient may experience eight to ten episodes in their lifetime. However, those who have rapid cycling may experience more episodes of mania and depression that follow each other without a period of remission. The three stages of mania begin with hypomania, in which patients report that they are energetic, extroverted and assertive. Hypomania progresses into mania and the transition is marked by extreme loss of judgment. Often, euphoric grandiose characteristics are displayed, and paranoid or irritable characteristics begin. The third stage of mania is evident when the patient experiences paranoid delusions. Speech is generally rapid and hyperactive behavior sometimes turns into violence. Sometimes both manic and depressive symptoms occur at the same time. This is called a mixed episode. Those affected are at special risk because there is a combination of hopelessness, agitation, and anxiety that make them feel like they could jump out of their skin. Up to 50% of all patients with mania have a mixture of depressed moods. Patients report feeling dysphoric, depressed, and unhappy; yet, they have the energy associated with mania. Rapid cycling mania is another form of bipolar disorder. Mania may be present with four or more episodes within a 12 month period. Lithium has been the primary treatment of bipolar disorder since its introduction in the 1960s. Its main function is to stabilize the cycling characteristic of bipolar disorder. In four controlled studies by F. K. Goodwin and K. R. Jamison, the overall response rate for bipolar subjects treated with Lithium was 78% (1990). Lithium is also the primary drug used for long- term maintenance of bipolar disorder. .

Questions on Asian History Essay Example | Topics and Well Written Essays - 1500 words

Questions on Asian History - Essay Example The Japanese aspirations for Chinese territories culminated in 1920, when Japan invaded Manchuria and finally in 1931, established the state of Manchukuo (Thomas). The establishment of Manchukuo was only a historical precedent, which marked the beginning of the Japanese invasion of China, culminating in 1937. The relations between Japan and the United States between 1900 and 1931 are much more controversial, than the ones with China. Up until WWI, the relations between the two countries were marked by political balance and mutual trade agreements. Until 1930 Japan and the US enjoyed a tradition of good and peaceful relations. During the Meiji dynasty and the modernization of Japan, the country imported knowledge and technology, as well its political ideas from the developed democracies in Europe, but also from the United States. The tradition of friendship and support however was broken after the Japanese invasion of Manchuria in 1930. This act was perceived by the United States as a n act of territorial aggression, and it was controversial to the ideas of universal human rights and liberal institutionalism, which the country was fervently promoting. Japanese human rights violations in China were the main reasons for the rapid deterioration of the Japanese – US relations in the early twentieth century. The relations between Japan and China and Japan and the US between 1900 and 1931 are contrasting. The Japan-Chinese relations were historically marked by hostility not only because of the different paths of modernization that the two countries chose at the end of the nineteenth century, but because of the Japanese imperial ambitions and expansionist policies. The Japanese – American relations however were marked by traditional friendship until 1931. This changed dramatically with the Japanese invasion of Northern China (Manchuria). The invasion was considered by the US as a major violation of the general tendency towards a universal human rights agen da, which was gaining momentum after WWI. How did the Nationalist Party unify China during the 1920s? The unification of China in the 1920s was largely influenced by the ideological platform of the Nationalist Party (the Kuomintang - KMT) which was founded in 1912. This platform professed a unique blend of Chinese nationalism, ethnicity and national unification. Towards the end of the nineteenth century, China was shattered by a series of riots and civil wars between warlords. The popular demand for social and political reforms was growing. Although China did not fight many wars with â€Å"foreigners†, Chinese national identity is based on the ideal of national superiority and the spiritual uniqueness of the Chinese nation, compared to other nations (Hsu, Murphy). This historical perception of Chinese identity became the ideological base of the Chinese Nationalist Party. It was embraced and implemented as such by the first leader of the Chinese Nationalist Party - Dr.  Sun Yat-sen. His vision of a greater Chinese society, bound by the idea of the state, became the political mechanism for the unification of the country in 1928. It was also transformed into a military strategy, resulting in the so-called Northern expedition, which unified China under

Education and Inequalities Essay Example | Topics and Well Written Essays - 2000 words

Education and Inequalities - Essay Example A review on researches and study done on education for special children will be presented. In the article written by Anastasia Vlachou (2008) she wants to show awareness on teachers to change their view regarding inclusion. Integration has been reported that requires change, creates discomfort and involves a considerable challenge to those whose careers, work and social relationships reinforce a segregated system. According to Vlachou (2008), "it would be nave to believe that integration policy will happen as part of a natural evolution in attitudes towards students with special needs.' Vlachou (2008) article will be discussed in the literature review together with the study done by several researchers. At the end of the paper the personnel view of the writer regarding the subject will be presented. The inequalities and issues will be summarized to support the writers claim in the conclusion. To fully understand what the topic is it is best to define the important terms used in the paper. Inclusion as defined in the Webster dictionary - to put in or consider as part of a group or category. McBrien and Brandt of Association for Supervision and Curriculum Development define inclusion based on the situation of the disable child in school. The practice of educating children in one classroom, including children with physical, mental, and developmental disabilities is important. Inclusion classes often require a special assistant to the classroom teacher. The 1975 Education for All Handicapped Children Act (P.L. 94-142) made inclusion a controversial topic by requiring a free and appropriate education with related services for each child in the least restrictive environment possible, and an Individualized Education Program (IEP) for each qualifying child. In 1991, the bill was renamed the Individuals with Disabilities Education Act (IDEA) and the revision broadened the definit ion of disabilities and added related services. (Hummel,2008). Another definition of inclusion is defined in the website of teachernet.com. "One of the greatest challenges facing schools is the provision of appropriate learning opportunities for all pupils (www.teachernet.com). Within schools there are pupils with a range of abilities from different cultures, religions and social backgrounds. Some of these pupils experience barriers to learning as a result of their disability, heritage, gender, special educational need, ethnicity, social group, sexual orientation, race or culture. Research has proved that children from lower socio-economic backgrounds and / or specific ethnic and social groups are more likely to underachieve at school. This may lead to disaffection, low self-esteem, and marginalisation by others and, in some cases, formal exclusion from school. (www.teachernet.com). Some schools are more successful than others in meeting the needs of pupils from diverse backgrounds." Mason, H. (2003) of Birminghan, UK presented process of inclus ion in education: Increasing the participation of students with disabilities in, and reducing their exclusion from, curricula and communities of local schools; restructuring the cultures, policies and practices in schools so that they respond to the diversity of students' needs; accepting diversity as normal and as a rich source for all students; responding to the diverse needs of all students; accommodating both different styles and rates of