pathophysiology of depression discussion assignment
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
Power Structures
Here are some questions to ponder as you begin your this discussion assignment:
- If you are an authority figure, do you have power?
- If you have power, do you also have authority?
- And is it possible to find yourself in a scenario wherein you have no authority and yet still have power?
Power, in some form, is inherent in human connection. Authority, however, is related to role and position. As you venture into this week’s learning activities, consider examples from your own life that may answer the questions above. Recall personal and professional examples, noting if there has been a difference in your experiences.
While power and authority are different constructs, there is also similarity between the two: They are similar in that they both bring energy to human endeavors.
This week, you will identify both hard and soft power structures and have the opportunity to engage in friendly debate to defend your position on power. You will also apply power structures to the organization.
Discussion: Nye vs. Helgesen
One aspect of successfully communicating your thoughts within diverse groups is the ability to engage in “friendly” debate. How does this kind of conversation differ from the kind of sparring you may experience on athletic fields or, for some people, at a large holiday gathering? The focus is kept to scholarly inquiry, and personal opinions are de-emphasized. Of course, you can always find a method to express your opinion—just make sure you can find another researcher who has articulated the position you are taking, then argue your point based on research and evidence. Ultimately, the goal is to maintain a respectful forum where diverse ideas can be heard and considered.
To prepare for the Nye vs. Helgesen Discussion, review the commentaries of Nye and Helgesen.
Helgesen, S. (2008). New sources of power. Leadership Excellence Essentials, 25(5 ), 6.
See attachment
Nye, J. S., Jr. (2008). Soft power. Leadership Excellence Essentials, 25(4), 10.
See attachment
Recommended Resources
Note: The following resources are highly recommended. You are encouraged to use them as you respond to this week’s Discussion(s) and Assignment, in addition to the resources specifically assigned to each of those course components.
Articles
How To Communicate Effectively At Work (forbes.com)
Customer Experience: It’s Not What You Say, It’s How You Say It (forbes.com)
Then, choose the side that best represents your views on the use of power. Finally, carefully review the Weekly Resources and conduct your own research in the so you can illustrate and substantiate your position on appropriate usage of organizational power by citing academic or credible resources.
**Assignment provide a 4 – 5 Paragraph
Cohesive response based on your analysis of the Learning Resources and your professional experience. In your post you should:
Post a cohesive response to the following:
- Based on the commentaries of Ny and Helgesen, explain which position was more aligned to your own view on the use of power.
- Substantiate your position on the use of power with evidence and theories based on the research you conducted.
- How does your view on the use of power affect leadership practices within an organizational culture?
- 4-5 paragraphs
- APA references
- No plagiarism
Reply to my peers
Peer 1Initial Post: Describe the pathophysiology of depression.
Depression affects millions of people around the world each year. This disorder is many times masked due to the stigma that comes with depression. Depression is defined as an emotional state, sadness that becomes chronic and uncontrolled.
Major depression consist of depressed mood, loss of interest or pleasures, changes in activity, guilty or feeling worthless, wish one was death or having thoughts of suicide, fatigue or loss of energy, decreased concentration and changes in sleep pattern, appetite or weight (McCance & Huether, 2019 p. 605). Major depressive disorder is the most common mood disorder and the leading cause of disability in the U.S. Studies have shown that people with a family history can be more at risk for having depression than someone that has no family history.
Below are factors that can influence depression:
- Genetic Predisposition and Environmental Influences
- Neurochemical Dysregulation
- Neuroendocrine Dysregulation (Stress)
- Neuroanatomic and Functional Abnormalities
- The Glutamate system (McCance & Huether, 2019 p. 605-608).
Response #1: Expand on your own post. Discuss the phenomenon of depression effects on appetite. Describe from a pathophysiologic basis why some people with depression experience a lack of appetite resulting in weight loss while others will experience increased food intake and have weight gain.
Depression affects people different; loss of appetite and weight gain are two ways that people cope with depression differently. Increase in appetite with depression are associated with hyperactivation of putative mescorticolimbic reward circuitry (Simmons et al., 2016).
Decrease in appetite with depression is associated with hypoactivation of insular regions that support monitoring the body’s physiological state (Simmons et al., 2016). The interaction of the two regions can also change how difference persons appetites change in depression.
Reference:
McCance, K. L., & Huether, S. E. (2019). Pathophysiology: the biologic basis for disease in adults and children (8th ed.). Elsevier.
Simmons, W. K., Burrows, K., Avery, J. A., Kerr, K. L., Bodurka, J., Savage, C. R., & Drevets, W. C. (2016, April 1). Depression-Related Increases and Decreases in Appetite: Dissociable Patterns of Aberrant Activity in Reward and Interoceptive Neurocircuitry. The American journal of psychiatry. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4818200/.
Peer 2
Describe the pathophysiology of depression.
Clinical depression is categorized as a unipolar mood disorder. It is said that women are at more risk than men. Clinical depression can lead someone to lose sleep, it disrupts their appetite, and it can even lead to suicidal thoughts. Some patients feel agitated and sick (Melinda, 2021). The main cause for depression is a deficit or lack of dopamine, serotonin and Norephedrine.
Dopamine is sometimes considered the pleasure hormone because it is release when the brain is expecting some type of reward Pietrangelo, 2019). A lack of dopamine can lead to reduced to alertness, less motivation and difficulties in movement. Serotonin is another hormone that contributes to happiness. It is usually called the “happiness” hormone. Regular levels of serotonin reduce anxiety and depression (Banco, 2018). Norephedrine is a hormone that controls appetite and certain energies in the body, it increases heart rate and blood pumping.
Bancos, I. B. (2018, December 31). Serotonin. Hormone Health Network. https://www.hormone.org/your-health-and-hormones/glands-and-hormones-a-to-z/hormones/serotonin#:%7E:text=Serotonin%20is%20the%20key%20hormone,sleeping%2C%20eating%2C%20and%20digestion.
- (2021, April 19). Depression Symptoms and Warning Signs. HelpGuide.Org. https://www.helpguide.org/articles/depression/depression-symptoms-and-warning-signs.htm
Pietrangelo, A. (2019, November 5). How Does Dopamine Affect the Body? Healthline. https://www.healthline.com/health/dopamine-effects#definition
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. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
CLICK ON THE LINK HERE: https://www.perfectacademic.com/orders/ordernow
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME] and Have It Done by Our PhD Qualified Writers!!