semester wrap-up

semester wrap-up one year ago i was living in an apartment in seattle while on leave from mit. the apartment looked like this: this past semester i was an mit student again. i took four and a half classes and worked a lot. i helped design an airplane in 16.82, one of the capstone options for the aero/astro degree. here is a part of that airplane (i worked on the software/communications/avionics subteam): i learned a little about digital electronics: i helped present some research i contributed to in my urop at the center for civic media: i did some things away from mit too. thats importantgetting away from mit. even when youre not on leave. i went to a documentary play about race in education and the school-to-prison pipeline, called notes from the field. it was at the american repertory theater in harvard square. i volunteered in a door-to-door get-out-the-vote campaign in newport news, virginia, the weekend before election day. i knocked on doors and reminded people to vote and got more comfortable talking to strangers. i also ate lots of granola bars. i spent a lot of time with my a cappella group, the toons. we went candlepin bowling at central park lanes we recorded a show for WMBR, mits community-run radio station. the show was called voice box. we sang some songs at the family weekend a cappella showcase too: i saw a movie about the internet: i wrote a poem about the internet, too: looking forward now. two semesters left. too much left to do. heres to 2017. Post Tagged #a cappella #Center for Civic Media #Course 16 - Aerospace Engineering #Wellesley-MIT Toons #WMBR

How Long, O Lord Will You Forget Me Forever - 2521 Words

How long, O LORD? Will you forget me forever? How long will you hide your face from me? How long must I bear pain in my soul, and have sorrow in my heart all day long? How long shall my enemy be exalted over me? Psalm 13:1-2, NSRV In my ministry as a hospital chaplain, I have grappled with a theology that would be applicable and practical for those who are in a state of disorientation struggling to find meaning in the face of grief when they enter those hospital doors. Disorientation is another way to describe what it is like to be in the wilderness. This experience of the wilderness evoke those occasions in life when the bottom falls out. It could come from illnesses, deaths, other forms of personal distress, financial†¦show more content†¦I too was shaped by God through my own wilderness experiences and as much as I want to praise God for where I am today, I want to be able to hang on to the anger that I felt as I suffered in the wilderness a big chunk of my life. My anger is what keeps me grounded in ministering to my patients, families, and staff. Every day I meet people who are living in the wilderness†¦a mom whose son will go brain dead by the morning after a self-inflicted gunshot wound to the head; a spouse of twenty years who has been diagnosed with a brain tumor; a father who has had a massive stroke; a man who has been shot by his fiancà © while their two-year old son watched and then took her own life; the loved ones of a wife and mother who they have attempted to revive for the tenth time and the list goes on. Being hospitalized is a scary thing for the majority of patients and their families and this metaphor of wilderness is not just a place; it is by far something more. It is in this place of wilderness, people are alienated from family, friends, and familiar surroundings. It is in this place their power is taken away; someone else is in charge of their life and they are feeling vulnerable, scared, lonely, and discouraged. Yes when one is thrown into the wilderness, it can conjure up the picture of being in a

Revenge in Wuthering Heights and Hamlet Essay - 451 Words

In both Wuthering Heights and Hamlet characters deal with the theme of revenge, however, both characters face revenge with a different perspective. Heathcliff is isolated, pro active and rash, while Hamlet is very public which doesnt allow him to act rashly and he spends a lot of time procratinating. The motifs and methods of both characters also adds to the difference. In Shakespeares Hamlet, Hamlet is seeking revenge against claudius for the murder of his father. He is presented with many opportunities to achieve his goal, but he is constantly over analysing the situation, looking for the perfect moment. He has the perfect chance when Claudius iss praying alone in a corridor, Hamlet could have easily killed him but instead he†¦show more content†¦Hamlet could kill Claudius but instead decides to wait because he does nto want to send him to heaven. Heathcliff in Brontes Wuthering Heights, is different from this because there is no hesitation in his actions. If presented with and opportunity for revenge, he acts immediately. When he realizes that Isabella has fallen for him, he seizes the opportunity to get revenge on Edgar and marries her. There was no hesitation in his plan, he never thought of the repercussions his actions could have. The setting in the two pieces of litterature is also different and causes the two characters to act differently. Wuthering Heights is set in a desolate area away from civilization and this enables Heathcliff to act rashly, he doesnt have to be careful of other people getting in the way. Hamlet is unable to act so rashly because he is constantly in the public eye. Hamlet is also influenced by others to seek his revenge. The ghost of his father plays an important role in his wish to do so, the ghost says, Revenge his foul and most unnatural murder (act 1, scene 5). He is asking Hamlet to get revenge on Claudius for killing him, and Hamlet will oblige. Heathcliff on the other hand is influence only by his desire for revenge, no ither characters had and effect on him. The major difference in the two characters is that Hamlet is seeking justice for the murder of hisShow MoreRelatedEmily Bronte s Hamlet And Wuthering Heights 1307 Words   |  6 PagesRevenge in Hamlet and Wuthering Heights Abstract This concise paper is an analogical study. It consists of three parts; the first one defines the word revenge and explains where the theme of revenge comes from and how it has expended to other types of literary works until these days. The second part of the study, is supported by exemplifies Shakespeare’s tragedy, Hamlet. The last part of the paper, provides Emily Brontà «Ã¢â‚¬â„¢s novel, Wuthering Heights as a good example; because one of the main themesRead More Vengeance in Shakespeare’s Hamlet and Emily Bronte’s Wuthering Heights2442 Words   |  10 PagesVengeance in Shakespeare’s Hamlet and Emily Bronte’s Wuthering Heights Love, betrayal and revenge play leading roles in both Shakespeare’s Hamlet and Emily Bronte’s â€Å"Wuthering Heights.† Both works feature doomed relationships, a ghostly haunting, and death. The court at Elsinore, despite its luxurious setting, almost mirrors the seclusion of the Yorkshire moors of Wuthering Heights — making both settings almost prison like. But, it is not setting that makes both works interesting: it is theRead MoreThe Theme Of Revenge In Wuthering Heights By Emily Bronte1783 Words   |  8 PagesWuthering Heights is a great literary work which keeps the audience exited from the beginning till the end of the novel. Some novels are monotonous in the way they are written and lack ideas to keep the novel move forward but this novel is an exception. Author keeps the audience guessing throughout this novel and that is one of the fundamental reasons for acceptance of this book even by the audience of this generation. Wuthering Heights basical ly revolves around its two main characters CatherineRead MoreWilliam Shakespeares Hamlet As A Traditional Revenge Tragedy1380 Words   |  6 PagesWilliam Shakespeare’s Hamlet is one of the world’s most renowned plays, one which has stood the test of time over the course of 400 years, finding relevance even today. A complex and sophisticated work, Hamlet is a masterful weaving of the myriad of components that make up the human experience; it delicately touches upon such topics as death, romance, vengeance, and mania, among several others. Being so intricate and involuted, Hamlet has been interpreted in countless fashions since its conceptionRead MoreWhat is Grief?1639 Words   |  7 Pagesgrieving. In the novels Wuthering Heights, East of Eden, and the play Hamlet all three authors of these works explore the topic of grieving and how to overcome it. In some of the novels the characters don’t overcome it, and their grief becomes their downfall. For some, grief can take various shapes within their emotions and reactions. It can have stages and various intensities for each person it affects. For the character Heathcliff in Wuthering Heights, by Emily Bronte, his griefRead MoreHow does Emily Bronte use Gothic elements to enhance the novel ‘Wuthering Heights’? Discuss how Daphne Du Maurier’s ‘Jamaica Inn’ illuminates this.2086 Words   |  9 PagesEmily Bronte use Gothic elements to enhance the novel ‘Wuthering Heights’? Discuss how Daphne Du Maurier’s ‘Jamaica Inn’ illuminates this. In the Victorian era we saw the revival of gothic literature; it fictionalised contemporary fears such as ethical degeneration, unmediated spiritual beliefs against a stern religious faith and also questioned the social structure of the time. Although written almost 100 years apart both Wuthering Heights and Jamaica Inn share many themes and components. Both

Computer Motherboard (Descriptive) Free Essays

Computer Motherboard Motherboard acts like the arteries of a human taking the blood all over allowing the blood to travel. It has many line-like structures that are like the veins and the arteries. These lines are the wires mounted on the motherboard that keep thousandths or even millions of connection. We will write a custom essay sample on Computer Motherboard (Descriptive) or any similar topic only for you Order Now Motherboard is a small yet powerful device inside the computer system. The motherboard has three cards on it. First, the graphics card, it is like the eyes of the computer, it acts like the eye that saw and reflects images to the screen. Second, the sound card it is the mouth of the computer, it sends sound to the speaker, it shouts what the computer says. And the third, the modem, the nose of the computer. It sniffs messages from the wires coming from the telephone lines. If there’s a blood, there’s also the heart. The processor of the computer acts as the heart of the computer. It has a square-shaped chip that has many pins. It sits on the motherboard controlling all the cards including the motherboard. It controls, allows, and restricts information that is being disseminated into the system like the heart. It also has a heat sink and a fan keeping the processor cool. To be able to complete the system, it also has the brain. Hard disk serves as the brain of the computer. It is rectangular in shape. Inside it, there’s a mirror-like disk where all the information are stored. The disk spin at greater speed, depending on the information /data is being written into the disk. Motherboard is also consists of chips, transistors, and capacitors. It is the other component of the motherboard that acts like the organs of the system. These chips may be small as a grain of rice and bigger as a coin. Transistor is a small, black in color and rectangular in shape. It is sometimes recognizable because of its three metal legs attached on it. Transistors is consists of thousand or even million of IC (Integrated Circuit) packed in one part. And the capacitors are like tanks attached in the motherboard. It varies in size; it may be small, medium or large depending on the voltage and its capacitance. Motherboard is consists of millions of chips, transistors and IC’s. It acts like the body of the computer. Without it, the computer will not work. It is like the trunk of a tree. It is an amazing thing that has millions of wires attached in a small board. It is powerful and fundamental part that the computer will not work without it. Reference: * Motherboard. Retrieved from http://www. en. wikipedia. org/wiki/motherboard How to cite Computer Motherboard (Descriptive), Essays

Psychology Adrian Monk free essay sample

Adrian Monk, portrayed by actor Tony Shalhoub, is the main character in the USA Network series MONK. Monk is a former homicide detective for the San Francisco Police Department, suffering from an anxiety disorder known as obsessive-compulsive disorder (OCD), as well as numerous phobias. After Monk’s wife was murdered, his disorder worsened leading to his suspension from the police force. When the series opens, Monk works as a private police homicide consultant and undergoes therapy to overcome his anxiety disorder and phobias. He is assisted by a private nurse who helps him cope with his disability on the job. Part One—Case Study Character Background The episode â€Å"Happy Birthday Mr. Monk† shows that Monk, born October, 17, 1959, is a California man of Welsh ancestry. Monk is 50 years old, and was born in Marin County, CA. He stated, â€Å"His alma mater is the University of California, Berkley. † His parents were very strict and authoritarian. We will write a custom essay sample on Psychology Adrian Monk or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Monk’s father Jack Monk abandoned the family when Monk was eight years old. Jack said that he was going to get Chinese food, but he never came back. Ambrose Monk, Monk’s brother, is agoraphobic and afraid to go out in public. Monk’s mom died in 1994. Because of these childhood family events, Monk is already a very sensitive and fragile person. Mr. Monk dislikes unorganized, rude, dirty, and filthy people. He also dislikes murderers, people who commit evil acts, and criminals on the loose. That is the reason he became a homicide detective. Mr. Monk likes people who help others, such as his physician and Trudy. In addition, he likes organized, clean, and tidy people. Mr. Monk’s strength is that he is a very clever detective. Plus, he has an amazing photographic memory, which helps him catch criminals. His weakness is that he has many phobias, which affect his performance as a detective. Mr. Monk doesn’t have any friends because of the weird and odd behaviors caused by his OCD. His family consists of his assistants/nurses Sharona, and then Natalie. He also works with people in the homicide department, namely Captain Leland Stottlemeyer and Lieutenant Randy Disher. Stressors/Pathology Mr. Monk does not have any relationships with anyone, mainly because of his odd behaviors. He acts strangely in front people because of his OCD. In the episode â€Å"Mr. Monk Makes A New Friend† he annoys a new friend by calling him too much. Monk explains himself, stating, â€Å"I can’t not call him or hear his voice. † It is very annoying to call a friend every hour. That is one example of how Mr. Monk has difficulty with personal relationships. His wife, Trudy Monk, with whom he had a meaningful relationship, died in a car bomb. Before his wife’s death, Mr. Monk’s OCD symptoms had alleviated. After Trudy was murdered, the OCD symptoms intensified, and those around him could clearly see that he had issues, which affected his job performance and led to his isolation. When the series begins, Mr. Monk’s condition is somewhat stable, but his lives in an overly organized apartment. The battle Monk faces daily is how to make it through the day with his OCD. He tries to avoid everything that makes him uncomfortable or is viewed as a threat. Mr. Monk stresses over the fact that every room must be neat and tidy. Plus everything must be a multiple of 10; for example he buys a box of eggs, which contains 12 eggs and deliberately throws two eggs away. Mr. Monk doesn’t have any history of this disorder, but his brother was agoraphobic. Symptoms Other symptoms of OCD manifest themselves typically as ritual behavior such as repetitive hand washing. Mr. Monk needs to wash his hands every time he touches an object or shakes a hand. He becomes obsessed with shapes. For example, his toast has to be a perfect square. Numbers occupy his time. As mentioned above, everything must come in multiples of 10. He has the typical preoccupation with dirt and germs. For example, he can’t stay in an untidy or dirty room; he has to tidy it up. Mr. Monk is terrified of germs, milk, dust, and heights. So what Mr. Monk does all day is try to stay away from all of these fears. These symptoms never emerged in the series; rather, the viewer is led to believe that Mr. Monk had OCD since he was born. However, the viewer is also informed in conversations with the police sergeant and with Monk’s nurse and therapist that what triggered this disorder was the murder of his wife. Immediately after his wife died, his disorder worsened. Outcome of Case Monk’s treatment was to go to Dr. Charles Kroger for psychotherapy that would aid him to cope with his disorder. In the sessions, Mr. Monk talks about what he did during the day and the goals he accomplished. The treatment is not entirely effective, but it helps Mr. Monk relax and get all the stress out. In the long term, Mr. Monk cannot overcome his disorder because he cannot imagine that he can be cured. In addition, he is not a risk taker, meaning he could never do anything that would make him uncomfortable. Because of this, there is little hope that he will be able to completely overcome his disorder. This makes sense because his disorder is inherited, and not attributed to environmental causes. Part Two—Disease Diagnostic Criteria Obsessive Compulsive Disorder (OCD) is a pattern of recurring obsessions and compulsions that are severe enough to be time consuming and interfere with a person’s daily functioning. They must cause marked distress (such as pain or physical harm to the person) or significant impairment. Usually, they take more than one hour of a person’s time. It is important to specify whether or not the patient has poor insight, meaning that the person does not realize that the obsessions or compulsions are unreasonable or excessive. At some point, the person must realize that their obsessions and compulsions are not reasonable (i. e. , normal). â€Å"Obsessions are consistent ideas, thoughts, impulses, or images that are experienced as intrusive and inappropriate and that cause marked anxiety or stress† (DSM IV-TR, 300. 3). Most common obsessions are about contamination with dirt or germs, repeated doubts, a need to have things in a particular order, horrible impulse, the need to shout obscene words, or sexual impulses. Compulsions are repetitive behaviors which people do to reduce the anxiety or distress of the obsessions. For example, repeated hand washing is a compulsion, which satisfies the obsession of repeated thoughts of contamination from dirt. For a complete list of Diagnostic Criteria from the DSM IV-TR, see Appendix A. Etiology (Causes) Nearly 1 to 2 percent of the population suffers from OCD. Most of those begin to be afflicted in early adulthood, and it is often preceded by a particularly stressful event such as pregnancy, childbirth, or family conflict. It may be closely associated with depression, with the disorder developing soon after a bout of depression or the depression developing as a  result of the disorder. Men and women are equally affected. A fairly high proportion (as much as 50 percent) do not marry (Baldridge 2001). Although Obsessive-Compulsive Disorder usually begins in adolescence or early adulthood, it may begin in childhood. Modal age at onset is earlier in males than in females: between ages 6 and 15 years for males and between ages 20 and 29 years for females. For the most part, onset is gradual, but acute onset has been noted in some cases. The majority of individuals have a chronic waxing and waning course, with exacerbation of symptoms that may be related to stress. About 15% show progressive deterioration in occupational and social functioning. About 5% have an episodic course with minimal or no symptoms between episodes (DSM IV-TR, 300. 3) No cause for OCD has been isolated. Four theories exist which try to explain the basis of OCD psychologically: guilt, anxiety, and superstition. 1) The theory of guilt has its origins in Freudian psychoanalysis. Freud believed that patients with OCD developed repetitive rituals, such as hand washing, to replace obsessive thoughts about sex. The obsessive ritual, then, was seen as a way to replace the guilt of being overwhelmed by forbidden, sexual thoughts. 2) The anxiety hypothesis poses that OCD behaviors develop to reduce anxiety. Many thought or action patterns emerge as a way of escape from stress, such as daydreaming during an exam or cleaning one’s room rather than studying for a test. If the stress is long lasting, then a compulsive behavior may set in. 3) The superstition theory proposes a connection between a chance association and a reinforcer that induces a continuation of that behavior. In other words, a particular obsessive-compulsive ritual may be reinforced when a positive outcome follows the behavior; anxiety results when the ritual is interrupted. 4) A fourth theory is accepted by those who believe that mental disorders are the result of something physically or physiologically amiss in the sufferer, employing data from brain structure studies, genetics, and biochemistry. Brain chemistry has been found to be altered in those suffering from OCD, along with increased metabolic activity. In addition, relatives of OCD sufferers are twice as likely as unrelated individuals to develop the same disorder, indicating that the tendency for the behavior could be inheritable (Baldridge 2001). Treatments OCD is one of the most difficult disorders to treat. Treatments usually fall into four categories: psychotherapy, behavioral therapy, drug therapy, and psychosurgery. The goal of psychotherapy in treating OCD is to find and then remove an assumed repression so that the patient can deal honestly and openly with whatever is actually feared. It is hoped that in dealing with the fear, the compulsions that have developed to replace the fear will lessen. The most effective type of psychotherapy for obsessive-compulsive disorder is behavioral therapy. It can help by desensitizing the patient to the feared object or situation. For example, the therapist will aid the patient in replacing the symptoms of the obsession or compulsion with preventive or replacement actions, such as a non vocal, internal shout of â€Å"stop! † when obsessive thoughts enter the mind or the action of snapping a rubber band on the wrist. Behavioral therapy may also help by gradually lengthening the time between the stimulus and response. For example, a patient may hold dirt and then gradually lengthen the amount of time after which he or she will wash his or her hands. While behavioral treatment can help to control OCD, it does not â€Å"cure† the disorder. Drugs used to treat OCD include antidepressants, tricyclic, monoamine oxidase inhibitors (MAOIs), LDS, and tryptophan. Antidepressants help by reducing depression by correcting the serotonin abnormality in the brain, which may decrease the need for compulsive behavior. MAOIs may help OCD associated with panic attacks, phobias, and severe anxiety. With drug therapy, it should be noted that when the drugs are stopped, the patient often returns to the obsessive-compulsive behavior. Psychosurgery to reduce OCD is a last resort. The patient would undergo a lobotomy in which the frontal cortex would be separated from the lower brain area in an 8-centimeter square area. A combination of behavioral therapy, psychotherapy and drug therapy is recommended. General Research Behavioral treatments are new ways to deal with the disorder. For example, someone with an obsession about germs might be asked to practice handling dirt and then not washing his hands for increasing lengths of time. With repeated exposure to the anxiety-provoking object or situation without performing the compulsion, usually the anxiety lessens, and the compulsion weakens its hold. Obsessions can fall into one of five categories: 1. Obsessive doubts, which are persistent doubts that a task has been completed. 2. Obsessive thinking, which is an almost infinite chain of thought, targeting future events. Obsessive impulses, which are very strong urges to perform certain actions, whether they be trivial or serious, that would likely be harmful to the obsessive person or someone else and that are socially unacceptable. 4. Obsessive fears, which are thoughts that the person has lost control and will act in some way that will cause public embarrassment. 5. Obsessive images, which are continued visual pictures of either a real or an imagined event. (DSM IV-TR, 300. 3) Compulsions on the other hand are repeated, ritualized behaviors. For example, fearing one has forgotten to turn off an appliance, such as a stove, is a common obsession. It is likely to be accompanied by a compulsion to check repeatedly, perhaps hundreds of times each day, perhaps to see if the appliance has been turned off. Compulsions are repetitive behaviors, the goal of which is to prevent or reduce anxiety or distress, not to provide pleasure or gratification. In most cases, the person feels driven to perform the compulsion to reduce the distress that accompanies an obsession or to prevent some dreaded event or situation. For example, those with obsessions about being contaminated may reduce their mental distress by washing their hands until their skin is raw. There is difference between OCD and obsessive-compulsive personality disorder (OCPD). A personality disorder is, on the one hand, a type of mental illness characterized by serious and persistent distortions in the total personality. Every perception, attitude, feeling and behavior is affected. OCD, on the other hand, is an anxiety disorder. Like other anxiety disorders, fear is at its root—fear of a hot appliance burning down the house, for example, or fear of the body being contaminated by germs. The fear produces an anxiety which can only be alleviated by a ritual, or compulsion, which will reduce the fear. Conclusion Evaluation of Case In conclusion, Adrian Monk has Obsessive-Compulsive Disorder. He satisfies the following OCD patterns of behavior: 1. Washer, because he is afraid of contamination; 2. Checker, because Mr. Monk repeatedly checks if the door is locked, or whether the oven is turned off. Mr. Monk checks everything a dozen time just to make sure. For example, he checks his oven if it is closed everyday at least twelve times; 3. Arranger, because he always arranges his utensils based on size and shape and his books based on color. He cannot function in a messy room or disorganized room. In addition, Mr. Monk has other phobias, such as fear of blood and fear of the woods. He is terrified of germs, milk, heights, and spiders. Mr. Monk has a rule that everything he has must come as a multiple of ten. When he buys milk, he gets 10 bottles even though he lives alone and the milk will expire before he has time to drink it all. Monk’s symptoms may improve with therapy, but his OCD will not completely resolve.

Age, Gender Differences free essay sample

The purpose of present study was to investigate the relationship between academic performance and depression among students of University of Gujrat. It was a cross-sectional study. Convenient sampling was used to select sample of 50 males and 50 females. Depression Anxiety Stress Scale was used for the measurement. Findings of study showed that there is a positive relationship between age and academic performance with depression. Chapter I Introduction Introduction Present study was designed to investigate about age and gender differences in’ and relationship with academic performance and depression. The main purpose of this research was to investigate the relationship between gender differences ,academic performance and depression among Uog students. Gender Gender is the range of physical, mental, and behavioral characteristics pertaining to, and differentiating between, masculinity and femininity. Depending on the context, the term may refer to biological sex (i. e. the state of being male, female or intersex), sex-based social structures (including gender roles and other social roles), or gender identity. We will write a custom essay sample on Age, Gender Differences or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page According to the Publication Manual of the American Psychological Association, Gender is cultural and is the term to use when referring to women and men as social groups. Sex is biological; use it when the biological distinction is predominant. And according to the World Health Organization, Sex refers to the biological and physiological characteristics that define men and women. Gender refers to the socially constructed roles, behaviors, activities, and attributes that a given society considers appropriate for men and women. Depression Depression is a mental illness in which a person has feelings of sadness, instability, loneliness, hopelessness, worthlessness, and guilt. Depression is a common mental disorder and can be successfully treated. Signs and symptoms include Persistent sad, anxious, or empty feelings Feelings of hopelessness or pessimism Feelings of guilt, worthlessness, or helplessness Irritability, restlessness Loss of interest in activities or hobbies once pleasurable, including sex Fatigue and decreased energy Difficulty concentrating, remembering details, and making decisions Insomnia, early-morning wakefulness, or excessive sleeping Overeating, or appetite loss Thoughts of suicide, suicide attempts Aches or pains, headaches, cramps, or digestive problems that do not ease even with treatment. Gender and Depression When asked about symptoms of depression, women are more likely to admit to such features than men, a difference usually put down to women being more open and men being more likely to use denial. Similarly, women are more prepared to seek help than men for their depression. A variety of biological, social, and psychological explanations for women’s increased vulnerability to depression also has been evaluated. Research examining hormonal influences has received more attention than biological factors but both have produced inconclusive results and presently do not appear to account for the gender difference in rates (cf. reviews by McGrath et al. , 1990; Rice et al. , 1984; Kornstein, 1997). Academic performance An academic performance is how well someone does during their academics. This means, how well they did with school and all the activities that go along with it. workplace is critical for these individuals, this relationship has not been adequately investigated. Depression is a common disorder that impacts an individuals ability to perform life activities, including those required by the workplace. Academic performance can be viewed as a direct parallel to workforce performance, with students belonging to a unique set of individuals whose ability to perform can be measured on criteria applied by an observer and by self-report. While the prevalence of depression for this group is high and preparation for entry into the workplace is critical for these individuals, this relationship has not been adequately investigated. Many factors affect academic achievement. One of them is depression. Depression has a high prevalence and relationship with both memory and academic achievement. Depression indices are: persistent sadness, discouragement, loss of self-worth and interest in daily activities. True depression in teens is often difficult to diagnose because normal adolescent behavior is marked by both up and down moods. These moods may alternate over a period of hours or days. Depression has an effect on academic achievement. Research has indicated that depressed mood is negatively related to academic achievement. Objectives The objectives of the present study was to assess the relationship between age, gender and academc performance with depression among University students. Hypothesis Following hypothesis were formulated for present study: Gender and academic performance has a positive effect on depression. If depression will increases acdamic perfomance will decrease. Variables Age, Gender and Acdademic performance were independet variables and Depression was dependent variable in present study. Operational definition The World Health Organization, defines depression as: â€Å"Depression is a common mental disorder, characterized by sadness, loss of interest or pleasure, feelings of guilt or low self-worth, disturbed sleep or appetite, feelings of tiredness and poor concentration. †(By Martin) Conceptual definition â€Å"In this study conceptual definition of Depression is total score on the Depression Anxiety Stress Scale. † Literature Review In the following paragraphs, there is a review of the literature pertaining to Depression, the hypothesized predictors of Depression and Academic performance ,the predicted outcomes of Depression, and the relationship between Academic performance and Depession. Robert (2008) conduct the study on the relationship between depressed mood and academic performance (measured in terms of grade point average) in U. S. middle and high schools. Utilizing data from AddHealth, the dissertation establishes Ordinary Least Squares, Two-Stage Least Squares (2SLS), and individual and sibling fixed effect regressions that attempt to control for confounding factors, including student motivation, personality characteristics, and parental inputs that are unobserved but may influence both mental health and achievement. Study findings indicate that students who report feeling depressed do not perform as well academically as non-depressed students. Additionally, the degree of GPA impact increases with the severity of reported depression. Students reporting either depressed feelings â€Å"most or all of the time† or symptoms consistent with major depression suffer GPA reductions of 0. 06 to 0. 84 grade points. In addition, middle schoolers and certain minority groups are hardest hit by depression, and persistent depression has a negative impact on grades. Dana Ahmed conducta study on Depressive Symptoms and Academic Performance of North Carolina College Students. the total number of student was 1,280 and used regression analyses were performed to examine associations between depressive symptoms and academic performance in this group. the result of this study was regression analyses were performed to examine associations between depressive symptoms and academic performance in this group. A study conduct by Alketa, Steven Clayton(2005) was on the relationship between depression and the academic performance of undergraduate students. Data regarding academics, health and productivity for students from Western Michigan University were obtained from the University’s Registrar’s Office, the campus Health Center and a survey delivered to the students. The primary outcomes of interest were the student’s grade point average (GPA), an objective, observer generated  measure of academic productivity, and the students’ self-reported academic performance. the result indicate the Diagnosed depression was associated with a 0. 49 point, or half a letter grade, decrease in student GPA, Depressed students reported a pattern of increasing interference of depression symptoms with academic performance. With respect to the study on Evaluating the Relationship between Gender, Age, Depression and Academic Performance among Adolescents by Busari, A. O. (2012) the purpose of the study was to investigate the relationship between age, depression and academic performance among adolescents. The study was carried out among 1200 students (600 male and 600 female) in the age range 15-19 years. The instrument used for data collection was the Beck depression Inventory (21 item BDI). The analysis of data used correlation coefficient and t-test. The results showed that 26. 5% of the boys and 30. 7% of the girls were depressed and that depression and academic performance were significantly correlated, r = -0. 24, p? 0. 000. Also, based on results of the present study, age and academic performance were significantly correlated (r = 0. 25, p? 0. 000). In addition there was significant difference of academic performance between male and female, (t (1) = -5. 51, p = 0. 000). Nancy, Bonnie Erin(2004) was conduct a study on Gender differences and risk factors for depression in adolescence The current study used longitudinal data (N? 1322; 648 males, 674 females) from adolescents ages 12 to 19 years (in 1994) to investigate gender differences in and risk factors for depressive symptoms and major depressive episodes (MDEs). The sample had participated in three waves of Canada’s National Population Health Survey (1994, 1996, and 1998). Results showed that although there was not a statistically significant increase in depressive symptoms in early adolescence, there was a robust gender difference in the levels of depressive symptoms and the prevalence of MDE, with girls more affected than boys. Mirowsky J Ross CE. (1992) Was conduct a study on Age and depression and the aim of this study was to find out the the relationship between age and depression is analyzed, looking for effects of maturity, decline, life-cycle stage, survival, and historical trend. The data are from a 1990 sample of 2,031 U.S. adults and a 1985 sample of 809 Illinois adults. The results show that depression reaches its lowest level in the middle aged, at about age 45. The fall of depression in early adulthood and rise in late life mostly reflects life-cycle gains and losses in marriage, employment, and economic well-being. Depression reaches its highest level in adults 80 years old or older, because physical dysfunction and low personal control add to personal and status losses. Malaise from poor health does not create a spurious rise of measured depression in late adulthood. However, some of the differences among age groups in depression reflect higher education in younger generations, and some reflect different rates of survival across demographic groups that also vary in their levels of depression. Mary Kay ONeil William J. Lancee (1985) conducted a study on Sex differences in depressed university students and in this study author select Depressed males and females from a consecutive sample of students attending a university psychiatric service (N=183) and a sample from the general student population (n=55) were compared to determine why more females (ratio 2? 1) seek help for depression. It was found that this sex difference was due neither to differential prevalence of depression nor to differences in symptom expression or social behavior, but rather to contrasting attitudes toward emotional problems and psychiatric help. Women recognize physical concomitants of depression as indicative of emotional problems and more readily accept the need for psychiatric help. Men appear not to connect physical symptoms with emotional difficulties. In this chapter, the researcher’s major purpose was to present background information on the dependent variable,Depression and to present background information on the three independent variables. The three independent variables are: age, gender and Academic performance. In varying degrees, all of the independent variables, were reported in the literature as having positive correlations with depression. Rationale of the study The purpose of this study was to find out age and gender difference in depression and academic performance with relation to  depression among students of University of Gujrat. By exploring these variables, it is hoped to add to the body of comprehension about the relationship between age, gender differences and academic performance with depression. The present study can be important addition in literature, concerning gender differences in depression. Conducting study on age, gender differences and academic performance related depression in Pakistani society can contribute in the field of basic research. Present study can be helpful in further researches . This study is also helpful for the reader to understand the relationship between age, gender differences and academic performance with relation to depression among university students. It can also support other researches and generate useful knowledge for students belonging to the discipline of psychology. There are very little research attempts to explore the relationship between age, gender differences and academic performance with relation to depression of students in Gujrat. So this study is unique because it examines the age, gender differences and academic performance relted to depression among students of University of Gujrat. Chapter II Method Method In the present study it is a multi-independent sample design . it is a independent sample design. 100 students from university of Gujrat were selected as a sample of B. S( 2nd and 8th ) semester . A standardized instrtrument was used for data collection. That is the Depression Anxiety Stress scale. Sample The present study consisted on the population from university of Gujrat. B. B. A and Sociology department were included for collection of data. Convenient sampling was used to select 100 student from university of Gujrat among them 50 were male and 50 were female. There age range from 18 to 26. There qualification was B. S(hons). Depression Anxiety Stress Scale The DASS is a set of three self-report scales designed to measure the negative emotional states of depression, anxiety and stress. The DASS was constructed not merely as another set of scales to measure conventionally defined emotional states, but to further the process of defining, understanding, and measuring the ubiquitous and clinically significant emotional states usually described as depression, anxiety and stress. The DASS should thus meet the requirements of both researchers and scientist-professional clinicians. DASS scales contains 14 items, divided into subscales of 2-5 items with similar content. The Depression scale assesses dysphoria, hopelessness, devaluation of life, self-deprecation, lack of interest/involvement, anhedonia, and inertia. (Lovibond, S. H. Lovibond, P. F. 1993 ). Demographic sheet Some demographic variables were included in the present research those were: Age, Gender, Department, CGPA, Semester, Father’s education and Mother’s education. Procedure First step in the present study was to select the population of students from University of Gujrat and select sample from that population.  second, researcher build rapport with students and ask them to fill the questionnaire carefully and respond to each item honestly. Some instructions were given to the respondents before questionnaire handed them over. The instructions were; the whole information will be confidential and only used for the research purpose, it was requested to show serious and careful attitude toward responding in questionnaire, and provide only required information. Researchers face some difficult in collecting data because students were showing non-serious attitude toward giving responses on questionnaire. After completed the data collection researcher thanked to all the respondents who show their cooperation to fill the questionnaire. Chapter III Results Results The aim of the present study was to explore the Age, Gender differences and Academic performance with relation to Depression among students of University of Gujrat. A standardized scale was used to measure the Depression among males and females students of University of Gujrat. Linear Regression was used for measuring Age, Gender differences and Academic performance with relation to Depression among University students.

Complete List of Transition Words

Complete List of Transition Words Once you have completed the first draft of your paper, you will need to rewrite some of the introductory sentences at the beginning and  the transition statements at the end of every paragraph. Transitions, which connect one idea to the next, may seem challenging at first, but they get easier once you consider the many possible methods for linking paragraphs together- even if they seem to be unrelated. Transition words and phrases  can help your paper move along, smoothly gliding from one topic to the next.  If you have trouble thinking of a way to connect your paragraphs, consider a few  of these 100 top transitions as inspiration. The type of transition words or phrases you use depends on the category of transition you need, as explained below. Additive Transitions Probably the most common type, additive transitions are those  you use when you want to show that the current point is an addition to the previous  one, notes  Edusson, a website that provides students with essay-writing tips and advice. Put another way, additive transitions signal to the reader that you are adding to an idea and/or your ideas are similar, says  Quizlet, an online teacher and student learning community. Some examples of additive transition words and phrases were compiled by Michigan State University  writing lab. Follow each transition word or phrase with a comma: IndeedIn the first placeAndOrTooNorFurtherMoreoverFurthermoreIn factLet aloneAlternativelyAs well (as this)What is moreIn addition (to this)ActuallyMuch lessOn the other handEither (neither)As a matter of factBesides (this)To say nothing ofAdditionallyNot to mention (this)Not only (this) but also (that) as wellIn all honestyTo tell the truth An example of  additive transitions used in a sentence would be: In the first place, no burning in the sense of combustion, as in the burning of wood, occurs in a volcano;  moreover, volcanoes are not necessarily mountains;  furthermore, the activity takes place not always at the summit but more commonly on the sides or flanks....– Fred Bullard,  Volcanoes in History, in Theory, in Eruption In this and the examples of transitions  in subsequent sections, the transition words or phrases are printed in italics to make them easier to find as you peruse the passages. Adversative Transitions Adversative transitions are used to signal conflict, contradiction, concession, and dismissal says Michigan State University. Examples include: ButHoweverOn the other handIn contrastWhileWhereasConverselyEven moreAbove allBut even soNeverthelessNonethelessAlthoughThoughHowever(And) still(And) yetEither wayIn either case(Or) at leastWhichever happensWhatever happensIn ether event An example of an adversative transition phrase used in a sentence would be: On the other hand, professor Smith completely disagreed with the authors argument. Causal Transitions Causal transitionss include: AccordinglyAnd soAs a resultConsequentlyFor this reasonHenceSoThenThereforeThusGranting (that)On the condition (that)In the event thatAs a result (of this)Because (of this)As a consequenceConsequentlyIn consequenceSo  much (so) thatFor the purpose ofWith this intentionWith this in mindUnder those circumstancesThat being the caseThen An example of a causal transition used in a sentence would be: The study of human chromosomes is in its infancy,  and so  it has only recently become possible to study the effect of environmental factors upon them.–Rachel Carson, Silent Spring Sequential Transitions Sequential transitions express a numerical sequence, continuation, conclusion, digression, resumption, or summation, says Michigan State, which gives these examples: In the (first, second, third, etc.) placeTo begin withTo start withInitiallySecondlyNextSubsequentlyBeforeAfterwardAfter thisTo conclude withAs a final pointLast but not leastTo change the topicIncidentallyBy the wayTo get back to the pointTo resumeAnyhowAs was previously statedSoIn shortThusIn sumFinally An example of a sequential transition would be: We should teach that words are not the things to which they refer. We should teach that words are best understood as convenient tools for handling reality....Finally, we should teach widely that new words can and should be invented if the need arises.–Karol Janicki, Language Misconceived In sum, use transition words and phrases judiciously to keep your paper moving, hold your readers attention, and retain your audience until the final word.