Modern Art And Digitalization Essay Example | Topics and Well Written Essays - 750 words

Present day Art And Digitalization - Essay Example In any case, 21st century is the period of digitalization where innovation is changing everything from culture to individuals into computerized pictures. The production of work of art was a world class task; be that as it may, the advanced programming presently permits even non-experts to make their fine art inside scarcely any snaps that has been a colossal social impact of digitalization of workmanship in the society.However, 21st century is the time of digitalization where innovation is changing everything from culture to individuals into computerized pictures. The production of work of art was a first class task; in any case, the advanced programming currently permits even non-experts to make their craftsmanship inside scarcely any snaps that has been a huge social impact of digitalization of workmanship in the general public. A portion of the clear types of digitalization are Windows Movie Maker, Windows Media Player, Facebook, YouTube, and an immense number of advances that urg e clients to make their own craftsmanships, and in this way, it has now become a significant wellspring of articulation for individuals around the world. It has now gotten basic for specialists to research and break down various variables identified with digitalization that is influencing craftsmanship in a critical way socially, just as socially. In such manner, this paper will endeavor to distinguish the job of innovation in digitalizing the field of craftsmanship and its consequences for the makers, clients, and the crowd globally.It is expectation that discoveries and conversations of this paper will give a complete comprehension of the individuals in regards to the commitment, just as the effect of advanced advances in our lives, and the job that it can play later on. Specifically, the paper will talk about the foundation of the workmanship and its developments during various periods, and the social effect of craftsmanship developments. In conclusion, the paper will investigate the job of craftsmanship in the contemporary time of innovation and its effect on our lives.

The Most Interesting Dream I’Ve Ever Had

THE MOST INTERESTING DREAM I'VE EVER HAD what number occasions did you ever fantasy about something so astounding that it's agonizing for you to wake up? How frequently have your fantasies outperformed your world? at the point when our eyelids are substantial and 12 PM quiet falls upon us, we never realize what corners of our life as well as dream will float off to, I for the most part recollect my fantasies distinctively; Sometimes they are absolutely waked out.My dreams regularly happen in a substitute reality where I'm the main consistent and each one else is new yet frequently I'm ready to make into certain implications behind them. Some time prior I encountered which may very well end up being THE MOST INTERESTING DREAM I'VE EVER HAD, I envisioned that I was in my vehicle we where setting off to the home; in our direction I saw a poor old lady†¦ well she was asking for cash. I don't have the foggiest idea why I bounced of the vehicle, pulled her to the see and attempted to suffocate her, yet she survived.When I got off the ocean, I saw cameras' inside and out me†¦ and a questioner man coming towards me, he was asking me â€Å"HOW DID YOU DO IT? â€Å", and I resembled â€Å"DO WHAT? † the main thing I recollect is that they where so pleased with me! Sooner or later, I saw a similar poor, old woman that I've attempted to suffocate coming towards me holding a blade, I thought to my self â€Å"I'M GONNA DIE† . As she came closer†¦ I simply move one stage in reverse until she contacted me and was going to slaughter me! yet, at that point two protectors came and halted her.First I didn't have the foggiest idea why they halted her however then I found that I was paid million of Dollars since I've attempted to suffocate that woman! I was so upbeat when I knew that†¦ I was so energized ! in any case, at that point I woke up and realized it was only a fantasy! it was the most intriguing dream I've at any point had in light of the fact that it resembles accomplishing something awful and getting a prize for it. This second most likely guaranteed a couple of moments as it flashed through the neutrons of my mind, however its memory may keep going for a real existence time !

The most important blog entry ever

The most important blog entry ever So philosophical entries with advice on the right strategies for conquering MIT are really great, but in my humble opinion, the most helpful thing I can do for you is to connect you with things that will give you a richer college experience. Youll figure out for yourself how you want to live the next four years, what you want to do, whether you want to care about x or y, etc. The least I can do is try to make your research a little easier. Here goes: Transportation Subway map: http://mbta.com/schedules_and_maps/subway/ Campus map: http://whereis.mit.edu/map-jpg Transportation (subway passes, shuttle info, plus parking info for visitors): http://web.mit.edu/facilities/transportation/ ShuttleTrack (see which shuttles are where so you dont have to wait outside in the rain): http://shuttletrack.mit.edu/ Computing Get certificates (super important): http://web.mit.edu/ist/topics/certificates/ MIT-supported software (download stuff for free, post pictures to your webspace, etc.): http://web.mit.edu/software/ Athena clusters printers: http://web.mit.edu/olh/Clusters/ Email list management (check which lists youre on, add yourself to other lists, etc.): http://web.mit.edu/moira Directory search: http://web.mit.edu/search.html Webmail: https://webmail.mit.edu/ SIPB (students who help with computer stuff): http://www.mit.edu/sipb/sipb.html TechTime, MITs Calendar system (you may prefer another calendar system for personal use, but register for this too since nearly 5000 faculty/staff keep their public schedules on it): http://calendar.mit.edu/ Activities Association of Student Activities (ASA) database, which has all officially-recognized groups: http://web.mit.edu/asa/database/index.html Reserve a room: http://cac-ems.mit.edu/VirtualEMS/ Student Life Programs (SLP) support: http://web.mit.edu/slp/grouptools/asa.shtml Whats going on? Events Calendar: http://events.mit.edu/ Independent Activities Period: http://web.mit.edu/iap/ Group accounts: http://web.mit.edu/slp/money/ Tax exempt forms: http://controllers.mit.edu/site/procurement/forms Dining General (hours, locations, menus): http://web.mit.edu/dining/ Boston restaurants: http://boston.citysearch.com/find/section/boston/restaurants.html Housing Undergraduate housing: http://mit.edu/housing/undergrad/index.html Repairs: http://web.mit.edu/sapweb/PS1/facilities_home.shtml Dormitory Council: http://web.mit.edu/dormcon/ Interfraternity Council: http://ifc.mit.edu/ Panhel (sororities): http://web.mit.edu/panhel/www/ Independent living groups: http://web.mit.edu/slp/involved/ilgs.shtml Finances TechCash (money for dinner, laundry, textbooks, etc.): http://web.mit.edu/mitcard/ MITPAY (tuition): http://student.mit.edu/cgi-docs/student.html Timesheets for campus jobs: http://web.mit.edu/sapwebss/PS1/time_home.shtml Academic UROP (undergraduate research): http://web.mit.edu/urop/ Public Service: http://web.mit.edu/mitpsc/ First year info: http://web.mit.edu/firstyear/ Course catalog with times: http://student.mit.edu/@3713989.29448/catalog/index.cgi Your personal Academic Record: https://student.mit.edu/cgi-docs/shrwstop.html Committee on Academic Performance (CAP) petitions to add/drop stuff late: http://web.mit.edu/acadinfo/cap/petitions/types.html Academic Calendar 2007-2008: http://web.mit.edu/registrar/www/cal0708.html Study abroad: http://web.mit.edu/studyabroad/index.html Undergraduate exchange with Cambridge: http://web.mit.edu/cmi/ue/ MIT International Science Technology Initiative (MISTI): http://web.mit.edu/misti/ My #1 love, MIT Libraries: http://libraries.mit.edu/ Course Administrators: http://web.mit.edu/acadinfo/deptcontacts/undergrad_administrators.html Humanities, Arts, Social Sciences (HASS) Concentration (which, at this time, is still required): http://web.mit.edu/shass/undergraduate/hass-req/concentration/index.shtml Athletics Zesiger center hours: http://web.mit.edu/zcenter/gen_info/z_hours.html Physical Education (required!): http://web.mit.edu/athletics/www/physed/ Varsity sports: http://mitathletics.cstv.com/ Club sports listing: http://web.mit.edu/athletics/www/clubsports/ Club sports council: http://web.mit.edu/clubsports/ Arts (selected) Student Art Association: http://web.mit.edu/saa/index.html MIT Symphony Orchestra: http://web.mit.edu/mitso/ MIT Radio: http://wmbr.mit.edu/ Concert Choir: http://web.mit.edu/21m401/www/about.html Chamber Chorus: http://web.mit.edu/21m.405/www/ Concert Band: http://band.mit.edu/news.php Wind Ensemble: http://web.mit.edu/mitwe/www/ Free tickets to the Symphony (BSO): http://web.mit.edu/arts/see/freetickets/bso.html After MIT Applying to Grad school: http://web.mit.edu/career/www/gradschool/ Premed: http://web.mit.edu/career/www/preprof/premed.html Prelaw: http://web.mit.edu/career/www/preprof/prelaw.html Careers Office (very good resume critiques!): http://web.mit.edu/career/www/ Alumni Association: http://alum.mit.edu/index.html Alumni Career Services: http://alum.mit.edu/cs/index.html Secrets Scanner for free at Rotch: http://libraries.mit.edu/rvc/services.html Subject evaluations: http://web.mit.edu/acadinfo/sse/courselist.html How to use the MIT logo properly: http://web.mit.edu/graphicidentity/logo/ Get on the homepage! (probably the best way to advertise anything ever): http://web.mit.edu/site/request.html Let me know what I forgot

A Wasteful Fashion in The Necklace by Guy de Maupassant

Ten years of life used to pay back a debt that was worth ten thousand dollars. Was it worth it? Guy de Maupassant was a popular French writer who is known as one of the fathers of modern short stories. Many of Maupassant’s stories are set during the Franco-Prussian War of the 1870’s. Maupassant ended up writing about three hundred short stories, six novels, three travel books, and one volume of verse. In his short story, ‘The Necklace’, the main character, Mathilde Loisel, feels as if she should have been born rich but instead was born into a life of poverty. One day her husband, knowing Mathilde longed for this rich life, presented her with an opportunity to attend a rich party. After initially refusing, Mathilde finally agrees to go and goes out to buy a nice dress and borrow a beautiful diamond necklace to wear at the party and fit in with the rich crowd. When the party had ended, Mathilde was unable to find the necklace. Instead of admitting the loss of the necklace to her friend who loaned it to her, she and her husband took out a loan to a replacement. They then spent ten long years working double, only to find out in the end that the original necklace was a fake. Guy de Maupassant develops his theme that people should be happy with who they are and what they have in his short story ‘The Necklace’ through the use of irony, characterization, and symbolism. Guy de Maupassant uses irony, a key literary element in his short story, ‘The Necklace’ by giving an example of a

Education and Emerson Essay - 1350 Words

1. In this essay, Ralph Waldo Emerson describes his view of an ideal education. What are its defining characteristics? I believe his defining characteristics on his view of an ideal education would have to include the motherly guidance way of education, the teachers working on each student individually and the teachers inspiring the students to think for themselves by giving them encouragement for their thoughts. 2. In what ways is Emerson’s advice appropriate to a child’s first teacher – his or her parents? Some ways Emerson’s advice is appropriate to a child’s first teacher and his/her parents is the advice of motherly guidance or a guiding hand. A hand that does not punish harshly, rather a hand that encourages a child to do things,†¦show more content†¦6. Emerson refers to educating â€Å"a boy† and â€Å"a man† and uses masculine pronouns when referring to students. As a reader, does this gender bias affect how receptive you are to Emerson’s ideas? It may increase receptivity for me because I am a teenage boy but I’m not if it has much of an affect when compared with girls reading this essay. I’m not sure if it matters much. 7. Describe the adult that Emerson imagines would emerge from an education based on the principles he supports. Emerson probably would imagine an adult that would emerge from an education based on the principles he supports would be hungry for the truth, would look towards the future and learning, would not be afraid to share his ideas but what know for the most part right from wrong, and he would have enthusiasm associated to learning. This adult be it a girl or boy will be a college of knowledge or a wealth of knowledge with their own thoughts and opinions. 1. What does Emerson mean when he says, â€Å"Nature loves analogies, but not repetitions† (para.1)? He means nature loves similarities with distinct differences not the same thing over and over again. 2. Why is the relationship between â€Å"Genius and Drill,† as Emerson explains it, paradoxical (para.3)? It seems pretty self contradictory but it does shed some light on his idea. The child wants to learn more and wants to expand his/her previous unheardShow MoreRelatedEducation By Ralph Waldo Emerson Analysis912 Words   |  4 Pages empty expressions, imagine a school where these miserable government subjects of a harsh educational experiment could feel human again. In Education by Ralph Waldo Emerson, he discusses how humanity can be put back into classrooms and that the ideal form of learning should allow children to be enthusiastic about school. Emerson believes that self-education is the most proficient way to create academic success. His idea of a personal, yet rigorous, learning environment should be implemented throughoutRead MoreThe Main Characteristics Of Emerson s Ideal Education1044 Words   |  5 Pages1. In the essay â€Å"Education,† Emerson states his views of an ideal education. Respect, genius, and drill are the main characteristics of Emerson’s ideal education. Emerson believes that respect is needed in education. When speaking about respect Emerson does not solely mean from student to teacher, but also from teacher to student. â€Å"Respect the child. Wait and see the new product of nature.† (102) Emerson states that there are two main factors that must be balanced in education. The two facts areRead More Ralph Waldo Emerson and Paolo Freires Visions of Traditional Methods of Education1178 Words   |  5 PagesRalph Waldo Emerson and Paolo Freires Visions of Traditional Methods of Education #65279;Paulo Freire and Ralph Waldo Emerson share a similar vision in regards to traditional methods of education. A main common view is that both writers feel that the current education system in most places does not allow for people to reach their full capacity. Freire and Emerson share many other ideas regarding education such as their view of practice and theory and of free thinking. Their worksRead MoreHomeschooling Vs. Private Schools1224 Words   |  5 Pagesâ€Å"Education, after all, is a process intended to produce a product. So we have to ask ourselves: What sort of product is being produced by the current system?† (Prose 99). Education is something every parent wants for their child, but many parents are starting to question modern days public and private school systems. Nowadays, there are many educational options for students. Homeschooling is an increasingly popular alternative to public and private schools. Homeschooling has many advantages and disadvantagesRead MoreSelf Reliant947 Words   |  4 PagesSelf-Reliant Ralph Waldo Emerson declares in Self-Reliance there is a higher merit we can ascribe and aspire to. These merits in man’s greatness are attributed not to conformity, but rather to originality. Nonconformity and discontinuity in a man’s approach to life are the doctrines advocated by Emerson in his work, while inwardly searching for personal truth. Although, Emerson employs a discontinuous  literary style  in his work, he revels in his lack of continuity to further broadcast his ideologyRead MoreTranscendentalism And Its Impact On Education880 Words   |  4 PagesAccording to the core beliefs of the Transcendentalism, the act of blind uniformity was what held one back from true education and intellect. Transcendentalism sought to challenge the idea of rationalism, as it encouraged uniform thinking and discouraged people to indulge in their own thoughts. One well known Transcendentalist, Emerson, interpreted the perfect scholar as one who becomes â€Å"Man Thinki ng†. This concept means for an individual to see the world without being influenced by what traditionRead MoreEssay on Emerson1436 Words   |  6 Pagessee the crowning work of the transcendentalist movement. In this piece Emerson explains his belief in the innate divinity of man and defines our quot;Self-Reliancequot; as the broad identity in which we personally participate. Emerson challenges his readers to not conform to traditional practices in a variety of realms. However, he punctuates just four aspects of these challenges to tradition and they are: religion, education, art, and society. I found these passages to be the best representativesRead MoreAdvantages and Disadvantages of Homeschooling643 Words   |  3 PagesAs the world has advanced many things have changed, but one thing has not, teaching and the way people learn new skills, and ideas. Education has always been the same there is always a teacher and a student no matter where in the world; a home, to the cl assroom at a public school. Throughout the text â€Å"Education† Emerson states that mass teaching requires the teachers to slow down to help the â€Å"dull sailor.’’ With homeschooling that is mostly changed along with another few things including, skillsRead MoreAnalysis Of Nathaniel Hawthorne s The Minister s Black Veil 954 Words   |  4 Pagesand Ralph Waldo Emerson, as both authors profess that a person who has realized their ideal self has grown to possess an education and is willing to sacrifice worldly pleasures for the sake of progress. The first similar major theme in the works of these men is the need for education to reach a higher form of self. Though each man has a different definition for education, the core theme is the same. Nathaniel Hawthorne, in â€Å"The Minister’s Black Veil,† provides an example of education through the characterRead MoreEmerson Rhetorical Analysis Essay595 Words   |  3 Pages In the essay, â€Å"Education†, Ralph Waldo Emerson, a transcendentalist thinker, asserts that Education is damaged and he knows of a solution – the educators. He develops this claim by first introducing the paradox linking â€Å"Genius and Drill†, expressing his ideal method of teaching. Throughout the essay, Emerson tends to have a condemning tone against the educator but towards the end he changes it into a comforting one. Emerson’s purpose is to present an alternative style of teaching in order to persuade

Mood Free Essays

Mood disorders are those disorders that have a disturbance in mood as their predominant feature. This group includes several nosoforms such as affective disorders, psychotic bipolar disorder and depressive disorders. The last are presented by the involutional and postpartum depression, dysthymic disorder and seasonal affective disorder. We will write a custom essay sample on Mood or any similar topic only for you Order Now All listed conditions are very frequent – about 14.3% of the population is stroked by the mood disorders. The aim of this review is comparing the different treatments for the mood disorders by example of postpartum mood disorders. Databases searched for this review included PsycINFO only. There are several risk factors of postpartum mood disturbances. After delivery the level of steroid hormones (estrogens, gestagens and cortisol) changes dramatically. Some women are very sensitive to these hormonal changes and can react with changes of the mood. Psychosocial risk factors include low income and inadequate social supports, recent negative life events, marital conflict or dissatisfaction. Heredity and individual susceptibility are risk factors for postpartum depression. Thus women with individual or family history of a mood disorder have higher risk of postpartum depression. A prior history of postpartum mood disorder increases the risk of recurrence of the depression in two folds. Postpartum changes of the mood are not rare complications of accouchement. There are different symptoms of mood disturbance – from transitory and mild signs of postpartum blues and up to the severe postpartum depression and puerperal psychosis. Nonacs R. and Cohen LS. (1998) write that mood changes during the puerperium are often overlooked. This fact arouses the risk of the episodes of recurrent depression in mothers. Another important issue of the problem is a risk of the remote consequences of mother’s mood disturbance on the future mental and physical development of child. To prevent those long-term effects the early diagnostics and effective treatment interventions should be applied. Some forms of the postpartum mood disorder do not require any specific treatment, e.g. the most common (30-75% of new mothers) form of the mood disturbances, so called â€Å"baby blues† require only education, reassurance and support. More serious conditions, like postpartum depression, need more active interventions. This condition occurs in 15-20 % of all women recently confined. It is characterized by anxiety, irritability, insomnia, fatigue, low interest to the baby and other symptoms of major depression. Seyfried LS and Marcus SM. (2003) indicate that pharmacological treatment for patients with postpartum depression can be limited because some psychoactive drugs are contraindicated in lactation and psychotherapeutic approaches became the method of the choice. On other hand, rare cases of postpartum psychosis require psychiatric emergency care and urgent drug treatment. Thus the differentiation of treatment mode is important element of the care in the postnatal changes of the mood. Series of works by Dennis CL. et all. (2004) are dedicated to the problem of treatment of postpartum depression. Authors consider that the most effective schemes of psychotherapy include interpersonal psychotherapy, cognitive-behavioral therapy, peer and partner support, nondirective counseling, relaxation/massage therapy, infant sleep interventions, infant-mother relationship therapy, and maternal exercise. Unfortunately the available clinical trials studied these methods and their effectiveness, were designed poorly and have low level of evidence. Thus definite conclusions about the relative effectiveness of the different treatments cannot be reached. Authors recommend to increase the number of randomized controlled trials needed for comparing different treatment schemes, examining the effectiveness of individual treatment components and selecting the optimum treatments for women with different anamnesis and status praesens objectivus. Other group of interventions using in the psychiatry for treatment of postpartum depression includes antidepressant medication, estrogen therapy, critically timed sleep deprivation, and bright light therapy. Some of these interventions can be applied to other types of depressions unrelated to puerperium but the issues of pharmacological safety can limit them. As an example of mentioned above we can use the results of the study by Reck C. et all. (2004). They found, that mother-infant interaction plays a central role in the treatment of postpartum depression. They explain this fact with high sensitivity of infants to their mothers’ emotional state. The authors consider that postpartum depression is a risk factor for disturbances of children’s development. They proposed the integrated model of treatment which is based on   mother-infant-centered interventions. Similar propositions contains the research paper of Hofecker-Fallahpour M. et all. (2003). This group of Swiss investigators proposed the program of group therapy for depressive mothers, including those who has postpartum depression. The main therapeutic method in this program is behavioral therapy. Clark R, Tluczek A. and Wenzel A. from the University of Wisconsin Medical School published work (2004) about the priorities of psychotherapy in the patients with postpartum depression. They think that group psychotherapy and interpersonal psychotherapy should be superior to other methods of non-pharmacological treatment. The main objectives of the proposed treatment is â€Å"reducing maternal depressive symptoms, improving mothers’ perceptions of their infants’ adaptability and reinforcement value, and increasing mothers’ positive affect and verbalization with their infants†. Authors urge that early intervention for mothers with postpartum depression is crucial point of successful treatment. Different point of view was demonstrated by Cooper PJ, Murray L, Wilson A. and Romaniuk H. (2003). They think that psychological interventions for postnatal depression can be beneficial in the short term but this benefit is not superior to spontaneous remission in the long term. In their research Cooper PJ. et all. used routine primary care, non-directive counseling, cognitive-behavioral therapy and psychodynamic therapy. They found that all chosen treatments had a considerable impact at four months on maternal mood but only psychodynamic therapy reduced depression significantly. The last kind of therapy focused on patient’s experience and bygone conflicts of childhood and adolescence. All benefits of the treatment were not longer by nine months after delivery and did not reduce of recurrent episodes of depression in long-term perspective. These scientists urge that postnatal depression is associated with adverse child cognitive and socio-emotional outcome (2003). They found that early psychotherapeutic intervention had the short-term benefit to the mother-child relationship and infant behavior. In summarizing of foresaid we could said that the treatment of mood disorders in puerperal period includes two main components: medical interventions and psychotherapy. The choice of the methods and their combination depend on the severity of signs and risk of the recurrence of mood disorder. Women with mild disturbances of mood (postpartum blues) do not need specific treatment. This condition typically resolves spontaneously during first weeks. Because the medical interventions are not the subject of our competence we will focus on the findings in the field of psychotherapy. This approach is especially useful in women with mild or moderate severity of postnatal depression. The most of authors recommend group psychotherapy (cognitive-behavioral and interpersonal therapy), but individual therapy is effective too. These methods can be combined with educational programs. O’Hara MW. and his coauthors evaluated efficacy of different methods of psychotherapy for postpartum depression. They proposed interpersonal psychotherapy as the method of the choice in treatment of postpartum depression. They found that â€Å"interpersonal psychotherapy reduced depressive symptoms and improved social adjustment, and represents an alternative to pharmacotherapy, particularly for women who are breastfeeding†. We can see that the main benefit of psychotherapy is absence of adverse effects of taking medications. But in severe cases of postnatal depression or when patients do not respond to non-pharmacological treatment and in all cases of postpartum psychosis the pharmacological treatment is indicated. The prevalent forms of psychotherapy in the postnatal depression include cognitive therapy, behavioral therapy and interpersonal psychotherapy. Both individual and group therapy can be used. All types of non-pharmacological treatment are effective in mild and moderate severity of the depression. Untreated mood disorders place the mother at risk for recurrent disease. Furthermore, maternal depression is associated with long-term cognitive, emotional, and behavioral problems in the child. One of the most important objectives is to increase awareness across the spectrum of health care professionals who care for women during pregnancy and the puerperium so that postpartum mood disorders may be identified early and treated appropriately. Effective pharmacological and non-pharmacological therapies are available. Every approach has the advantages and demerits. But to compare their effectiveness we need better-designed clinical trials and the unification of the approaches to the examining of the effectiveness of individual treatment components. Selecting the optimum treatments for women with different background and severity of the postnatal depression should be evidence-based and take into consideration the possibility of long-term effects of the mood disorder. References: 1.Clark R, Tluczek A, Wenzel A. (2003) Psychotherapy for postpartum depression: a preliminary report. Am J Orthopsychiatry. Oct; 73(4) p. 441-454. 2.Cooper PJ, Murray L, Wilson A, Romaniuk H. (2003) Controlled trial of the short- and long-term effect of psychological treatment of post-partum depression. I. Impact on maternal mood. Br J Psychiatry. May; 182: p. 412-419. 3.Dennis CL, Stewart DE. (2004) Treatment of postpartum depression, part 1: a critical review of biological interventions. J Clin Psychiatry. Sep; 65(9): p. 1242-1251. 4.Dennis CL. (2004) Treatment of postpartum depression, part 2: a critical review of nonbiological interventions. J Clin Psychiatry. Sep; 65(9): p. 1252-1265. 5.Hofecker-Fallahpour M., Zinkernagel-Burri C., Stà ¶ckli B., Wà ¼sten G., Stieglitz RD., Riecher-Rà ¶ssler A. (2003) Gruppentherapie bei Depression in der frà ¼hen Mutterschaft Erste Ergebnisse einer Pilotstudie Der Nervenarzt Sep.; Band 74, Nummer 9; S.: 767 – 774 6.Murray L, Cooper PJ, Wilson A, Romaniuk H. (2003) Controlled trial of the short- and long-term effect of psychological treatment of post-partum depression: 2. Impact on the mother-child relationship and child outcome. Br J Psychiatry. May; 182: p. 420-427. 7.Nonacs R, Cohen LS. (1998) Postpartum mood disorders: diagnosis and treatment guidelines. J Clin Psychiatry. 59 Suppl 2: p. 34-40. 8.O’Hara MW, Stuart S, Gorman LL, Wenzel A. (2000) Efficacy of interpersonal psychotherapy for postpartum depression. Arch Gen Psychiatry. Nov; 7(11) p. 1039-1045. 9.Reck C., Weiss R., Fuchs T., Mà ¶hler E., Downing G., Mundt C. (2004) Psychotherapie der postpartalen Depression Mutter-Kind-Interaktion im Blickpunkt. Der Nervenarzt. November Band 75, Nummer 11 S.: 1068 – 1073 10.Seyfried LS, Marcus SM. (2003) Postpartum mood disorders. Int Rev Psychiatry.   Aug; 15(3) p. 231-242. How to cite Mood, Essay examples

Mood Free Essays

Mood disorders are those disorders that have a disturbance in mood as their predominant feature. This group includes several nosoforms such as affective disorders, psychotic bipolar disorder and depressive disorders. The last are presented by the involutional and postpartum depression, dysthymic disorder and seasonal affective disorder. We will write a custom essay sample on Mood or any similar topic only for you Order Now All listed conditions are very frequent – about 14.3% of the population is stroked by the mood disorders. The aim of this review is comparing the different treatments for the mood disorders by example of postpartum mood disorders. Databases searched for this review included PsycINFO only. There are several risk factors of postpartum mood disturbances. After delivery the level of steroid hormones (estrogens, gestagens and cortisol) changes dramatically. Some women are very sensitive to these hormonal changes and can react with changes of the mood. Psychosocial risk factors include low income and inadequate social supports, recent negative life events, marital conflict or dissatisfaction. Heredity and individual susceptibility are risk factors for postpartum depression. Thus women with individual or family history of a mood disorder have higher risk of postpartum depression. A prior history of postpartum mood disorder increases the risk of recurrence of the depression in two folds. Postpartum changes of the mood are not rare complications of accouchement. There are different symptoms of mood disturbance – from transitory and mild signs of postpartum blues and up to the severe postpartum depression and puerperal psychosis. Nonacs R. and Cohen LS. (1998) write that mood changes during the puerperium are often overlooked. This fact arouses the risk of the episodes of recurrent depression in mothers. Another important issue of the problem is a risk of the remote consequences of mother’s mood disturbance on the future mental and physical development of child. To prevent those long-term effects the early diagnostics and effective treatment interventions should be applied. Some forms of the postpartum mood disorder do not require any specific treatment, e.g. the most common (30-75% of new mothers) form of the mood disturbances, so called â€Å"baby blues† require only education, reassurance and support. More serious conditions, like postpartum depression, need more active interventions. This condition occurs in 15-20 % of all women recently confined. It is characterized by anxiety, irritability, insomnia, fatigue, low interest to the baby and other symptoms of major depression. Seyfried LS and Marcus SM. (2003) indicate that pharmacological treatment for patients with postpartum depression can be limited because some psychoactive drugs are contraindicated in lactation and psychotherapeutic approaches became the method of the choice. On other hand, rare cases of postpartum psychosis require psychiatric emergency care and urgent drug treatment. Thus the differentiation of treatment mode is important element of the care in the postnatal changes of the mood. Series of works by Dennis CL. et all. (2004) are dedicated to the problem of treatment of postpartum depression. Authors consider that the most effective schemes of psychotherapy include interpersonal psychotherapy, cognitive-behavioral therapy, peer and partner support, nondirective counseling, relaxation/massage therapy, infant sleep interventions, infant-mother relationship therapy, and maternal exercise. Unfortunately the available clinical trials studied these methods and their effectiveness, were designed poorly and have low level of evidence. Thus definite conclusions about the relative effectiveness of the different treatments cannot be reached. Authors recommend to increase the number of randomized controlled trials needed for comparing different treatment schemes, examining the effectiveness of individual treatment components and selecting the optimum treatments for women with different anamnesis and status praesens objectivus. Other group of interventions using in the psychiatry for treatment of postpartum depression includes antidepressant medication, estrogen therapy, critically timed sleep deprivation, and bright light therapy. Some of these interventions can be applied to other types of depressions unrelated to puerperium but the issues of pharmacological safety can limit them. As an example of mentioned above we can use the results of the study by Reck C. et all. (2004). They found, that mother-infant interaction plays a central role in the treatment of postpartum depression. They explain this fact with high sensitivity of infants to their mothers’ emotional state. The authors consider that postpartum depression is a risk factor for disturbances of children’s development. They proposed the integrated model of treatment which is based on   mother-infant-centered interventions. Similar propositions contains the research paper of Hofecker-Fallahpour M. et all. (2003). This group of Swiss investigators proposed the program of group therapy for depressive mothers, including those who has postpartum depression. The main therapeutic method in this program is behavioral therapy. Clark R, Tluczek A. and Wenzel A. from the University of Wisconsin Medical School published work (2004) about the priorities of psychotherapy in the patients with postpartum depression. They think that group psychotherapy and interpersonal psychotherapy should be superior to other methods of non-pharmacological treatment. The main objectives of the proposed treatment is â€Å"reducing maternal depressive symptoms, improving mothers’ perceptions of their infants’ adaptability and reinforcement value, and increasing mothers’ positive affect and verbalization with their infants†. Authors urge that early intervention for mothers with postpartum depression is crucial point of successful treatment. Different point of view was demonstrated by Cooper PJ, Murray L, Wilson A. and Romaniuk H. (2003). They think that psychological interventions for postnatal depression can be beneficial in the short term but this benefit is not superior to spontaneous remission in the long term. In their research Cooper PJ. et all. used routine primary care, non-directive counseling, cognitive-behavioral therapy and psychodynamic therapy. They found that all chosen treatments had a considerable impact at four months on maternal mood but only psychodynamic therapy reduced depression significantly. The last kind of therapy focused on patient’s experience and bygone conflicts of childhood and adolescence. All benefits of the treatment were not longer by nine months after delivery and did not reduce of recurrent episodes of depression in long-term perspective. These scientists urge that postnatal depression is associated with adverse child cognitive and socio-emotional outcome (2003). They found that early psychotherapeutic intervention had the short-term benefit to the mother-child relationship and infant behavior. In summarizing of foresaid we could said that the treatment of mood disorders in puerperal period includes two main components: medical interventions and psychotherapy. The choice of the methods and their combination depend on the severity of signs and risk of the recurrence of mood disorder. Women with mild disturbances of mood (postpartum blues) do not need specific treatment. This condition typically resolves spontaneously during first weeks. Because the medical interventions are not the subject of our competence we will focus on the findings in the field of psychotherapy. This approach is especially useful in women with mild or moderate severity of postnatal depression. The most of authors recommend group psychotherapy (cognitive-behavioral and interpersonal therapy), but individual therapy is effective too. These methods can be combined with educational programs. O’Hara MW. and his coauthors evaluated efficacy of different methods of psychotherapy for postpartum depression. They proposed interpersonal psychotherapy as the method of the choice in treatment of postpartum depression. They found that â€Å"interpersonal psychotherapy reduced depressive symptoms and improved social adjustment, and represents an alternative to pharmacotherapy, particularly for women who are breastfeeding†. We can see that the main benefit of psychotherapy is absence of adverse effects of taking medications. But in severe cases of postnatal depression or when patients do not respond to non-pharmacological treatment and in all cases of postpartum psychosis the pharmacological treatment is indicated. The prevalent forms of psychotherapy in the postnatal depression include cognitive therapy, behavioral therapy and interpersonal psychotherapy. Both individual and group therapy can be used. All types of non-pharmacological treatment are effective in mild and moderate severity of the depression. Untreated mood disorders place the mother at risk for recurrent disease. Furthermore, maternal depression is associated with long-term cognitive, emotional, and behavioral problems in the child. One of the most important objectives is to increase awareness across the spectrum of health care professionals who care for women during pregnancy and the puerperium so that postpartum mood disorders may be identified early and treated appropriately. Effective pharmacological and non-pharmacological therapies are available. Every approach has the advantages and demerits. But to compare their effectiveness we need better-designed clinical trials and the unification of the approaches to the examining of the effectiveness of individual treatment components. Selecting the optimum treatments for women with different background and severity of the postnatal depression should be evidence-based and take into consideration the possibility of long-term effects of the mood disorder. References: 1.Clark R, Tluczek A, Wenzel A. (2003) Psychotherapy for postpartum depression: a preliminary report. Am J Orthopsychiatry. Oct; 73(4) p. 441-454. 2.Cooper PJ, Murray L, Wilson A, Romaniuk H. (2003) Controlled trial of the short- and long-term effect of psychological treatment of post-partum depression. I. Impact on maternal mood. Br J Psychiatry. May; 182: p. 412-419. 3.Dennis CL, Stewart DE. (2004) Treatment of postpartum depression, part 1: a critical review of biological interventions. J Clin Psychiatry. Sep; 65(9): p. 1242-1251. 4.Dennis CL. (2004) Treatment of postpartum depression, part 2: a critical review of nonbiological interventions. J Clin Psychiatry. Sep; 65(9): p. 1252-1265. 5.Hofecker-Fallahpour M., Zinkernagel-Burri C., Stà ¶ckli B., Wà ¼sten G., Stieglitz RD., Riecher-Rà ¶ssler A. (2003) Gruppentherapie bei Depression in der frà ¼hen Mutterschaft Erste Ergebnisse einer Pilotstudie Der Nervenarzt Sep.; Band 74, Nummer 9; S.: 767 – 774 6.Murray L, Cooper PJ, Wilson A, Romaniuk H. (2003) Controlled trial of the short- and long-term effect of psychological treatment of post-partum depression: 2. Impact on the mother-child relationship and child outcome. Br J Psychiatry. May; 182: p. 420-427. 7.Nonacs R, Cohen LS. (1998) Postpartum mood disorders: diagnosis and treatment guidelines. J Clin Psychiatry. 59 Suppl 2: p. 34-40. 8.O’Hara MW, Stuart S, Gorman LL, Wenzel A. (2000) Efficacy of interpersonal psychotherapy for postpartum depression. Arch Gen Psychiatry. Nov; 7(11) p. 1039-1045. 9.Reck C., Weiss R., Fuchs T., Mà ¶hler E., Downing G., Mundt C. (2004) Psychotherapie der postpartalen Depression Mutter-Kind-Interaktion im Blickpunkt. Der Nervenarzt. November Band 75, Nummer 11 S.: 1068 – 1073 10.Seyfried LS, Marcus SM. (2003) Postpartum mood disorders. Int Rev Psychiatry.   Aug; 15(3) p. 231-242. How to cite Mood, Essay examples