Teens And Problems Essays - Abnormal Psychology,

Teens And Problems It is important not to overreact to isolated incidents. Young people will have problems and will learn, at their own rate, to struggle and deal with them. But it is critical for parents and helping adults to be aware of the factors that put a youth at particular risk, especially when stressful events begin to accumulate for these vulnerable individuals. A good starting point for identifying and intervening with highly troubled and depressed young people is the careful study of suicidal adolescents. Family history and biology can create a predisposition for dealing poorly with stress. These factors make a person susceptible to depression and self-destructive behavior. History of depression and/or suicide in the family Alcoholism or drug use in the family Sexual or physical abuse patterns in the family Chronic illness in oneself or family Family or individual history of psychiatric disorders such as eating disorders, schizophrenia, manic-depressive disorder, conduct disorders, delinquency Death or serious loss in the family Learning disabilities or mental/physical disabilities Absent or divorced parents; inadequate bonding in adoptive families Family conflict; poor parent/child relationships Personality traits, especially when they change dramatically, can signal serious trouble. These traits include: Impulsive behaviors, obsessions and unreal fears Aggressive and antisocial behavior Withdrawal and isolation; detachment Poor social skills resulting in feelings of humiliation, poor self-worth, blame and feeling ugly Over-achieving and extreme pressure to perform Problems with sleeping and/or eating Psychological and social events contribute to the accumulation of problems and stressors. Loss experience such as a death or suicide of a friend or family member; broken romance, loss of a close friendship or a family move Unmet personal or parental expectation such as failure to achieve a goal, poor grades, social rejection Unresolved conflict with family members, peers, teachers, coaches that results in anger, frustration, rejection Humiliating experience resulting in loss of self-esteem or rejection Unexpected events such as pregnancy or financial problems Predispositions, stressors and behaviors weave together to form a composite picture of a youth at high risk for depression and self-destructive behavior. Symptoms such as personal drug and alcohol use, running away from home, prolonged sadness and crying, unusual impulsivity or recklessness or dramatic changes in personal habits are intertwined with the family and personal history, the individual personality and the emotional/social events taking place in a person's life. It is not always easy for one person to see the "whole picture." That's why it is essential that people who have "hunches" that something is wrong take the lead to gather perspectives from other friends, family members and professionals who know the young person. It is all too often true that the survivors of an adolescent suicide only "put the pieces together" after the fact, when they sit together and try to figure out what happened. How fortunate a troubled young person is to have a caring adult take the initiative to look more closely before something serious happens! The University of Minnesota Extension Service has two additional publications that can be helpful: Supporting Distressed Young People (FS-2786), by Ron Pitzer Helping Friends in Trouble (FS-2787), by Joyce Walker Several common themes run through these two. First, young people must learn and practice coping skills to get them through an immediate conflict or problem. Coping strategies must emphasize self-responsibility to find positive, non-destructive ways to find relief. Second, communication skills are important. This involves being able to talk and selecting a good listener. It is important to express feelings, vent emotions, and talk about the problems and issues. Peers are good sympathizers, but it often takes an adult perspective to begin to plan how to make changes for the better. Third, young people need help to learn problem-solving skills. Sorting out the issues, setting goals and making plans to move forward are skills that can be taught and practiced. Ultimately, most young people will develop and assume the responsibility for their own protection and peace of mind. But during the years of learning and practice, parents, teachers and helping adults need to be aware of the signs and patterns that signal danger. Awareness of adolescent stress and depression opens the door for adults to begin constructive interventions and stimulate emotional development.

How does an increased surface area change the time taken for a mass to fall Essays

How does an increased surface area change the time taken for a mass to fall Essays How does an increased surface area change the time taken for a mass to fall Essay How does an increased surface area change the time taken for a mass to fall Essay The aim of this investigation is to find out how the change in surface area changes the time for a mass to fall at certain heights.To do this, I am going to use a large cup cake as a mass with a large surface area and a small cup to be the mass with a small surface area. They are going to both be the same mass to make this a fair test. The cup cakes are dropped at given heights and the time period will be the tine taken for it to reach the ground from when it starts to fall. With this, we can look at the times to see what affects the change in surface area has with a given mass.In my preliminary experiment, I am going to determine what mass is going to used, the minimum and maximum heights at which the cup cakes are going to be dropped for both and create a graph of the range of results to approximately know what range of results I should come up with when I am actually doing the experiment. The graph will determine what generally happens whilst the cup cakes fall and will show the a ffects that the different surface area has on them.Preliminary Work showing which variables we can study.Height (cm)Large cup cake Time to fall (seconds)Small cup cake Time to fall (seconds)123Average123Average600.650.750.630.680.480.590.580.55801.091.031.041.050.700.800.750.751051.231.251.291.260.900.870.890.891301.911.441.431.590.971.040.981.001551.561.651.711.641.091.001.101.061651.641.691.691.671.101.401.081.191751.641.711.751.701.011.071.011.031851.911.952.011.961.081.041.101.072002.112.052.092.081.151.211.211.19From this preliminary experiment, I have determined the minimum and maximum height at which the cup cakes are going to be dropped from and the mass of both cup cakes. It seems from these results; the higher the cup cakes are dropped at, the longer the time for it to reach the ground. The results seem reasonable at the mass we did this experiment at which was 0.33g. With this mass, it seems that it did not drop too fast or too slow. From looking at my preliminary resu lts, I have come up with my final variables:Maximum height = 260.00cmMinimum height =50.00cmMass of cup cake = 0.33g (for both cup cakes to make fair test)PredictionMy prediction is that the larger the surface area is, the longer the time will be taken for the mass to reach the ground. Also the object will accelerate until it reaches a constant velocity, where it will drop at approximately (with experimental error) the same velocity but this constant velocity will change for both cup cakes due to the its surface area. The larger cup cake with the larger surface area will drop with a slower constant velocity so therefore it will reach the floor in longer time periods. The small cup cake with the smaller surface area will reach the floor in a shorter time due to its surface area being smaller, therefore having a larger constant velocity. On the graph I will expect a little curve showing the acceleration of both cup cakes but will quickly end up in a straight line until it reaches the bottom. The gradient of the smaller cup cake will be steeper than the larger one due to its greater constant velocity. The scientific explanation is explained below.Background theoryTo explain what happens, we must use scientific evidence to prove this. First we must know about Newtons third law:Resultant force = Mass x Acceleration (f = m.a)In this experiment, mass is kept constant so it cannot affect the resultant force. This means the only variable to change the resultant force is acceleration. Therefore for the resultant force to increase, the acceleration of the cup cakes must increase. When the cup cake starts to fall at the very start, its resistance is 0.00N. The smaller cup cake will have a higher acceleration because due to its smaller surface area, it will have less friction in the air and higher resultant force. The air particles in the air collide with the cup cake as it falls down and if fewer particles are colliding with the cup cake, then it will have a higher accele ration, faster velocity and higher resultant force. As the air resistance increases, it will eventually equal the resultant force of the cup cake and will fall at a constant velocity. This is because air resistance increases with increase of velocity. This is known as terminal velocity. The small cup cake with a smaller surface area will fall at a faster terminal velocity because its air resistance (friction) is less great and therefore its acceleration is faster and so resultant force will be greater.Terminal velocity is achieved by Newtons 1st law: Balanced forces do not affect the movement of an object: it remains stationary. But in this case Newton also says if the object is already moving it continues to move at the same speed and in the same direction.Apparatus* Two 100.00cm rulers* 2.00g of plasticene* A large cup cake* A small cup cake* A stop watch* A Balance (to measure mass of cup cakes for fair test to 2 d.p.)* Sellotape* Right angled set squareMethod* Get all apparatus as listed above* Using a right angled triangle to make sure the ruler is 900 to the ground, place one 100cm ruler up against the wall and attach it to the wall firmly using sellotape.* Using the right angled triangle again, firmly attach the other 100cm ruler on top of the other 100cm to the wall using sellotape. The right angled triangle is used to keep the rulers at right angles to the ground so no anomalous results appear due to the rulers not being straight.* Place the large cup cake on the balance. It will be lighter then 0.33g. To make it to 0.33g which I am going to use for both cup cakes, add a little bit of plasticene at a time until it reaches 0.33g* Do the same as above but with the smaller cup cake to make it a fair test with both cup cakes being the same mass at 0.33g.* Remember to find the mass of the cup cakes each time before it is dropped to make sure it is a fair test.* Starting from 50.00cm, drop each cup cake 3 times so an average time can be recorded. Use the st opwatch to time how long it takes the cup cake to reach the ground. When dropping the cup cake, make sure it is dropped at exactly 50.0cm each turn by using the right angled set square level to the height. Measure from the bottom of the cup cake. Start the timer when it starts dropping immediately and stop the timer as soon as the bottom of the cup cake reaches the bottom. Each cup cake must be dropped in the same way, with its bottom facing the floor. Make sure the cup cakes are dropped straight and that no winds are affecting the results or any obstacles i.e. the wall and windows open. Record all observations.* Repeat the above up to 240.00cm going up 10.00cm each time and recording all observations. Put all results into a results table.* Make sure it is a fair test.ResultsMass used = 0.33g for both cup cakesHeights = 50.00cm going up 10.00cm to 240.00cm3 results were taken at each height for each cup cake to make an average result.SmallLargeTime (Seconds)Time (Seconds)Height drop ped from (cm)123Average123Average50.000.320.370.250.310.410.500.440.4560.000.430.320.370.370.680.630.630.6570.000.430.340.550.440.690.720.680.7080.000.430.430.320.390.740.810.820.7990.000.350.430.500.430.800.880.890.86100.000.750.530.650.641.010.981.011.00110.000.650.750.720.710.961.071.021.02120.000.780.630.780.731.181.171.141.16130.000.720.830.720.761.111.241.181.18140.000.910.870.780.851.121.211.241.19150.000.840.930.930.901.281.271.281.28160.000.820.930.820.861.321.291.291.30170.000.941.021.091.021.381.321.321.34180.001.091.131.111.111.681.701.641.67190.001.151.090.901.051.431.591.561.53200.001.091.291.151.181.651.561.651.62210.001.151.181.091.141.781.781.631.73220.001.101.321.151.191.721.661.701.69230.001.181.091.391.221.691.681.851.74240.001.331.211.391.311.871.961.921.92It appears that no anomalous results appeared in my tableAnalysisFrom looking at the graph, it shows that the higher the cup cake is dropped at, the longer the time it takes for it to reach the floor. It seems that from my figures and graph, if height doubles then time does not halve. There is no connection of doubling/halving at all. The large cup cake has taken longer to fall to the ground than the smaller cup as I predicted at given heights. This is because the larger surface area causes more friction with the air particles in the air giving it a larger air resistance. This means that the acceleration would be slower than the smaller cup cake as shown by the less steep curve at the start of the graph. Also the larger air resistance meant that its terminal velocity would be less great and therefore it will reach the ground through a longer period of time. The resultant force of the cup cake is due to this formula:Resultant force = Mass x AccelerationAs the mass is equal for both cup cakes, the only variable will be acceleration. Because of the larger air resistance, its acceleration is not as high and therefore its resultant force will not be high, hence the slower terminal velocity an d then its longer period of time to reach the floor.The terminal velocity is shown by the roughly drawn straight line as shown on graph for both cup cakes. My prediction is correct about this terminal velocity being reached because Newton says: if the object is already moving it continues to move at the same speed and in the same direction. This is made by the air resistance equalling the resultant force of the cup cake. The gradient of the two cup cakes are different. The large cup cake shows its terminal velocity was not as great as the smaller cup cake with its less steep gradient. My prediction proves correct that the larger cup cake was going to fall at a smaller terminal velocity due to its smaller acceleration and there smaller resultant force using the formula F = m.a.The graph also shows at the start the acceleration of the cup cakes were being made by the little curves drawn on the graph. The gradient of the smaller cup cake is steeper which indicates that it had a higher acceleration than that of the larger cup cake, scientifically proven above by its smaller surface area.EvaluationIt seems from my results and the graphs well fitted line that the experiment went very well. The method used does seem to be quite accurate but may be altered to improve the experiment so further investigation can occur. The accuracy of my results do seem pretty good as shown by the good fit of the line on the graph and no anomalous results appearing in graph or table. I do not think more accurate results will alter much of my results but if I wanted to make this experiment even better, I can use apparatus that will measure my results more accurately as I will further explain later.My method does seem to perform the experiment with many precautions as I always checked the constant qualities all the time. Each set of reading was done in the same way, with a right angled triangle to make sure that the bottom of the cup cake was level with the height given, the mass was cons tantly checked, that the cup cake was dropped bottom first and that no interference of wind etc. affected the results.One method that might have altered some results is the reaction time of stopping the timer when the cup cakes hit the floor and also the reaction time to start the clock when it first drops. This may alter some results dramatically but it seems it has not in this investigation but to make it more accurate; we could use sensors to know when it starts dropping and know when it reaches the ground. Starting and stopping the stopwatch with your reaction time of yourself can make the results very inaccurate.Some repeated values were a little bit off than the others but were not that dramatic. This is probably due to the reaction time of starting and stopping the stopwatch as stated above and could be improved. The range of readings may have also been improved by making more readings at the start when the cup cake is first released. This could give more detail and informati on how much more the smaller cup cake accelerates than the larger cup cake. There is no point in making range of readings more than 240.0.cm because from using scientific evidence, we know that terminal velocity will carry on until it reaches a halt on the ground. To improve data, more readings may have been taken. Instead of taking readings every 10.00cm, we could have taken readings every 5.00cm to produce more data so we could reinforce our conclusion.

Amazon's Kindle Fire Old and New 4 P's Research Paper

Amazon's Kindle Fire Old and New 4 P's - Research Paper Example With growing urge for portability, it was important that a product that offers the quality of a complete computer in a portable way be introduced and the computer responded to this squarely. Still on the product, the company was tactical to include in its new feature, services that were absent in the ordinary computer or laptop (Institute of Development Studies, 2012). By this, consumers had something new to buy the Kindle Fire to expect. On the factor of placement or place, it would be said that the computer placed itself so strategic by taking total advantage of web 2.0 and new media that it was virtually impossible for any computer and for that matter internet user to be out of place in terms of accessibility to the product. This is because the product was launched directly onto the internet to make online purchases possible. There were therefore no limitations in terms of place or location. The computer also used the power of social media to promote its product as advertisement and publicity of the product was all over the social networks and other digital media (Mangalindan, 2012). This way, users of social media, who are said to be the highest users of the internet, were made to thirst for owning one of the product. Finally, the Kindle Fire came onto the market as the cheapest tablet PC and this was an important competitive advantage as the product was introduced just around the time the world economy was recov ering from global economic shocks and thus consumers preferred value for money in their buying (Ovide, 2012). As the years went by, competition became tougher on the tablet PC market and so it was just right and appropriate that Amazon respond squarely to keep its place on the market for the Kindle Fire. For this reason, a market strategy that was more focused on internal structures and systems rather than external systems was instituted. This internal strategy took its source from