Heartbreaking Deaths from Covid-19 In New York City
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Heartbreaking Deaths from Covid-19 In New York City
Read the article on the next 4 pages and answer the questions below in complete sentences about the scientific study in blue font in the reading.
1.How many subjects were in the study? Do you think this is a representative sample? Why or why not?
2.What was the independent variable in the study?
3.Based on your answer to question 2, describe the experimental group. Also describe the control group.
4.What was the dependent variable in the study?
5.What type of measurement was done in collecting the results?
6.What was the conclusion(s) from the study and how does it apply to people experiencing the Covid-19 pandemic?
How coronavirus stress may scramble our brains
Imaging studies show we should give ourselves a break
By Laura Sanders
URL: https://www.sciencenews.org/article/coronavirus-covid19-stress-brain
Science News online: MAY 24, 2020 AT 6:00 AM
I’m on deadline, but instead of focusing, my mind buzzes with unrelated tidbits. My first-grader’s tablet needs an update before her online school session tomorrow. Heartbreaking deaths from COVID-19 in New York City make me tear up again. Was that a kid’s scream from upstairs? Do I need to run up there, or will my husband take care of it?
These hornets of thoughts drive out the clear thinking my job demands. Try as I might to conjure up a coherent story, the relevant wisps float away.
I’m scattered, worried and tired. And even though we’re all socially isolated, I’m not alone. The pandemic — and its social and economic upheavals — has left people around the world feeling like they can’t string two thoughts together. Stress has really done a number on us.
That’s no surprise to scientists who study stress. Our brains are not built to do complex thinking, planning and remembering in times of massive upheaval. Feeling impaired is “a natural biological response,” says Amy Arnsten, a neuroscientist at Yale School of Medicine. “This is how our brains are wired.”
Decades of research have chronicled the ways stress can disrupt business as usual in our brains. Recent studies have made even more clear how stress saps our ability to plan ahead and have pointed to one way that stress changes how certain brain cells operate.
Scientists recognize the pandemic as an opportunity for a massive, real-time experiment on stress. COVID-19 foisted on us a heavy mix of health, economic and social stressors. And the end date is nowhere in sight. Scientists have begun collecting data to answer a range of questions. But one thing is clear: This pandemic has thrown all of us into uncharted territory.
Short-circuited
The human brain’s astonishing abilities rely on a web of nerve cell connections. One hub of activity is the prefrontal cortex, which is important for some of our fanciest forms of thinking. These “executive functions” include abstract thinking, planning, focusing, juggling multiple bits of information and even practicing patience. Stress can muffle that hub’s signals, studies of lab animals and humans have shown.
“Even relatively mild stress can impair the prefrontal cortex,” says Elizabeth Phelps, a psychologist and neuroscientist at Harvard University. “That’s one of the most robust effects of stress on the brain.”
That impairment has been described in lots of studies. One memorable example comes from 20 panicky medical students facing licensing exams. After a month of high-stress test prep, the students performed worse on an attention test than they did after exams were over. Functional MRI scans showed that under stress, the students’ prefrontal connections to other brain areas were diminished, scientists reported in Proceedings of the National Academy of Sciences in 2009.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. 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