بایگانی برچسب برای: Stress

Stress.and.Skin.Disorders.Basic.and.Clinical.Aspects.[taliem.ir]

Stress and Skin Disorders

Stress or more precisely psychological stress is defned in many ways but a simple defnition captures the essesnce of it “a state of psychological strain or pressure due to a adverse or demanding situation.” A stressor or a stress full event is the one, which either disrupts or threaten to disrupt an organisms’ homeostasis. The stress full event can be a good event like a job promotion, marriage, having a child or a bad one like divorce, fnancial stress or death of a loved one, or it can be just a internal or external change in normal homeostasis like move, interpersonal relationship diffculties, suffering from pain or having a medical illness. It does not matter what kind of stress one faces, what matter most is how our mind and body respond to it and how we cope with it over all. All organisms are equipped to deal with stress no matter where they are on the ladder of evolution as specie. We as human have extensive and intricate systems and subsystems that work in tandem to help us cope with any stressor both emotionally and physically. However, our ability to respond to psychological stress depends on various variables. Age when the stressor occurred, early age of psychological stress can have much signifcant impact on psychological and physical well being. Nature of the stressor and its importance to the person in stress is also important as not every stressor has same impact for every one.
Gastrointestinal.Pharmacology.[taliem.ir]

Gastrointestinal Pharmacology

The gastrointestinal (GI) system is responsible for the digestion and absorption of ingested food and liquids. Due to the complexity of the GI tract and the substantial volume of material that could be covered under the scope of GI physiology, this chapter briefly reviews the overall function of the GI tract, and discusses the major factors affecting GI physiology and function, including the intestinal microbiota, chronic stress, inflammation, and aging with a focus on the neural regulation of the GI tract and an emphasis on basic braingut interactions that serve to modulate the GI tract. GI diseases refer to diseases of the esophagus, stomach, small intestine, colon, and rectum. The major symptoms of common GI disorders include recurrent abdominal pain and bloating, heartburn, indigestion/dyspepsia, nausea and vomiting, diarrhea, and constipation. GI disorders rank among the most prevalent disorders, with the most common including esophageal and swallowing disorders, gastric and peptic ulcer disease, gastroparesis or delayed gastric emptying, irritable bowel syndrome (IBS), and inflammatory bowel disease (IBD). Many GI disorders are difficult to diagnose and their symptoms are not effectively managed. Thus, basic research is required to drive the development of novel therapeutics which are urgently needed. One approach is to enhance our understanding of gut physiology and pathophysiology especially as it relates to gut-brain communications since they have clinical relevance to a number of GI complaints and represent a therapeutic target for the treatment of conditions including inflammatory diseases of the GI tract such as IBD and functional gut disorders such as IBS.
Gastrointestinal.Pharmacology.(Handbook.of.Experimental.Pharmacology).[taliem.ir]

Gastrointestinal Pharmacology

The gastrointestinal (GI) system is responsible for the digestion and absorption of ingested food and liquids. Due to the complexity of the GI tract and the substantial volume of material that could be covered under the scope of GI physiology, this chapter briefly reviews the overall function of the GI tract, and discusses the major factors affecting GI physiology and function, including the intestinal microbiota, chronic stress, inflammation, and aging with a focus on the neural regulation of the GI tract and an emphasis on basic braingut interactions that serve to modulate the GI tract. GI diseases refer to diseases of the esophagus, stomach, small intestine, colon, and rectum. The major symptoms of common GI disorders include recurrent abdominal pain and bloating, heartburn, indigestion/dyspepsia, nausea and vomiting, diarrhea, and constipation. GI disorders rank among the most prevalent disorders, with the most common including esophageal and swallowing disorders, gastric and peptic ulcer disease, gastroparesis or delayed gastric emptying, irritable bowel syndrome (IBS), and inflammatory bowel disease (IBD). Many GI disorders are difficult to diagnose and their symptoms are not effectively managed. Thus, basic research is required to drive the development of novel therapeutics which are urgently needed. One approach is to enhance our understanding of gut physiology and pathophysiology especially as it relates to gut-brain communications since they have clinical relevance to a number of GI complaints and represent a therapeutic target for the treatment of conditions including inflammatory diseases of the GI tract such as IBD and functional gut disorders such as IBS.
Learners’ Learning Style Classification related to IQ and Stress[taliem.ir]

Learners’ Learning Style Classification related to IQ and Stress based on EEG

The importance to recognize a learner’s Learning Style (LS) is ever-essential as to substantiate success in a teaching and learning process. At the same time, the learner’s IQ and personality traits such as Stress also being actively investigated in educational research as educationists consistently attempted to understand learners in a more adept way. Nevertheless, the effort was usually confined to psychoanalysis test. With the emergence of Electroencephalography (EEG) technology, learner’s brain characteristics could be accessed directly and the outcome may well hand-in-hand supported the conventional test. In this study, the participants (n= 80) are grouped to the LS of Diverger, Assimilator, Converger or Accommodator using the Kolb’s Learning Style Inventory (KLSI). Subsequently, their brain signals were then recorded using EEG at resting baseline state of Open Eyes and Closed Eyes. A statistical tool of SPSS 16 was used for data analysis purposes. Using the Two Step Cluster analysis, the participants’ EEG datasets were 100% classified to the corresponding LS. Then, EEG Alpha band was selected to link between LS, IQ and Stress. The study concluded that Diverger is the LS with highest IQ while Converger and Diverger are the LS that prone to Stress
Undergraduate music students depression, anxiety and stress levelsa study from Turkey[taliem.ir]

Undergraduate music students depression, anxiety and stress levels:a study from Turkey

The aim of this study was to assess the depression, anxiety and stress levels of undergraduate music students and to describe the mood differences with respect to some of the demographic variables. The study group consisted of 160 participants 33.7% of whom were male. The correlations between depression-anxiety (r=.81; p<.01), anxiety-stress (r=.85; p<.01) and depression-stress (r=.78; p<.01) were significant. There was no statistically significant relationship between gender and depression, anxiety or stress. The depression, anxiety and stress levels of 4 th grade students were found to be higher than others. Students with bad economic status had higher depression levels than those with moderate or good economic status
Learners’ Learning Style Classification related to IQ and Stress[taliem.ir]

Learners’ Learning Style Classification related to IQ and Stress based on EEG

The importance to recognize a learner’s Learning Style (LS) is ever-essential as to substantiate success in a teaching and learning process. At the same time, the learner’s IQ and personality traits such as Stress also being actively investigated in educational research as educationists consistently attempted to understand learners in a more adept way. Nevertheless, the effort was usually confined to psychoanalysis test. With the emergence of Electroencephalography (EEG) technology, learner’s brain characteristics could be accessed directly and the outcome may well hand-in-hand supported the conventional test. In this study, the participants (n= 80) are grouped to the LS of Diverger, Assimilator, Converger or Accommodator using the Kolb’s Learning Style Inventory (KLSI). Subsequently, their brain signals were then recorded using EEG at resting baseline state of Open Eyes and Closed Eyes. A statistical tool of SPSS 16 was used for data analysis purposes. Using the Two Step Cluster analysis, the participants’ EEG datasets were 100% classified to the corresponding LS. Then, EEG Alpha band was selected to link between LS, IQ and Stress. The study concluded that Diverger is the LS with highest IQ while Converger and Diverger are the LS that prone to Stress