China
Africa
Explore chapters and articles related to this topic
Arousal control
Published in Richard J. Butler, Sports Psychology in Action, 2020
Relaxation is best construed as a skill which, like any other skill, may be acquired, developed and mastered through practice. It is a means of achieving control by letting go. This at first seems paradoxical as control is often associated with 'taking a grip' of yourself. However relaxation is about letting go of tension and focusing on the accompanying feelings in the various muscle groups. Tenseness gives way to sensations like floating, calmness and sometimes tingling which are all signs of relaxation. Mastering this process of relaxation enables the athlete to lower arousal levels and counteract the natural tendency to tense or tighten up when faced with a confrontation.
The Amphetamine Psychosis
Published in John Caldwell, S. Joseph Mulé, Amphetamines and Related Stimulants: Chemical, Biological, Clinical, and Sociological Aspects, 2019
John M. Davis, R. Francis Schlemmer
Of the hundreds of documented cases of amphetamine psychosis, the most consistently reported symptom is the emergence of paranoid ideation (see Table 1).3,10,11 Typically, paranoia is accompanied with ideas of reference and well-formed delusions which usually develop in progressive stages. The state most likely begins with the heightened awareness of the environment. There is a feeling of anxiety and tenseness.12 This is soon followed by vague suspiciousness and the feeling of being watched. Ideas of reference begin to develop causing increased suspiciousness and anxiety. Overreaction to slight movements in the peripheral vision may lead to illusions. Although during the early stages of psychosis the addict maintains good insight, he may abruptly lose this insight.10 Many addicts develop well-formed delusions of persecution. If the psychosis develops into a severe form, it can lead to a confused, panic state, where acts of violence may occur.12
Speech and its perception
Published in Stanley A. Gelfand, Hearing, 2017
In general, the formant frequencies depend upon where and to what extent the vocal tract is constricted (Peterson and Barney, 1952; Stevens and House, 1955, 1961; Flanagan, 1972). The locations and degrees of these constrictions control the sizes and locations of the volumes in the vocal tract. For example, elevation of the back of the tongue results in a larger volume between this point of constriction and the lips than does elevation of the tongue tip. We may thus describe a vowel from front to back in terms of the amount of tongue elevation. Lip rounding is another important factor. In English, front vowels (/i, I, e, ε, æ/) are produced with retraction of the lips, while the lips are rounded when the back vowels (/u, U, o, ɔ, ɑ/) are formed. Rounding the front vowel /i/ as in “tea” while keeping the high-front tongue placement results in the French vowel /y/, as in “tu.” The degree of tenseness associated with the muscle contractions is also a factor in vowel production and perception, as in the differentiation of the tense /i/ (“peat”) from the lax /I/ (“pit”). Tense vowels are generally more intense and longer in duration than their lax counterparts.
Negative and positive environmental perspective of COVID-19: air, water, wastewater, forest, and noise quality
Published in Egyptian Journal of Basic and Applied Sciences, 2021
Ranjan K Mohapatra, Pradeep K Das, Khan Sharun, Ruchi Tiwari, Saumya Ranjan Mohapatara, Pranab K. Mohapatra, Ajit Behera, Tamoghna Acharyya, Venkataramana Kandi, Kudrat-E Zahan, Senthilkumar Natesan, Muhammad Bilal, Kuldeep Dhama
The COVID-19 restrictions have changed all nations’ lifestyle at every level regardless of religion, race, economic and political conditions [164]. Unfortunately, all the affected persons or patients recovered from COVID-19 are experiencing strange behavior from neighbors or the surroundings [165]. Abrupt deviations in lifestyle like the frequent use of sanitizer, masks, washing hands, and gloves wearing are extremely unlikely. The social association among teachers and students, doctors and patients, boss and assistants, and factory owners and workers even has largely been affected. Misinformation about COVID-19 and unpredictable effects of public health has impacted the people’s mental health, like anxiety, depression, shock, emotionally devastating situations, etc [121]. The anger, fear, sadness, annoyance, worry, helplessness, loneliness, frustration, and tenseness are the general psychological features of most persons during this unusual condition. Unemployment and economic fallout result in mental illness, and consequently leading to self-injurious and suicidal behavior [166,167]. The religious groups also avoid mass gatherings by directing online worship amenities.
Identifying existential concerns as an analytical tool: an eye-opener for the doctor
Published in Education for Primary Care, 2020
Jan-Helge Larsen, Helle Therese Kirkegaard, Gunnar Nordgren, Joanna Ahlkvist
Now that we understand the impact of existential concerns on the consultation process, can we detect warning signs that could have signalled to the doctor that there was an existential subplot to the interaction? Above all, Peter’s tenseness about some banal knee pain should have rung a bell with the doctor. When a patient seems aggressive and demands something, it is often a case of the patient feeling at risk because one or more existential concerns have been activated. The more threatened he feels, the more aggressive and demanding he appears. Faced with the aggressive patient, the doctor needs to think: ‘Oh, there must be something I don’t know yet! Could this be about existential concerns?’ And to Peter the doctor could say early in the consultation: ‘It seems to be very important for you to get this MRI. I’ll try to help you, so please tell me about your thoughts’. In this is way the doctor could free himself from a single-track biomedical mindset and switch to examine what lies behind the patient’s feelings of annoyance.
Teachers’ and parents’ understanding of traditional and cyberbullying
Published in Journal of School Violence, 2019
Marilyn Campbell, Chrystal Whiteford, Johanna Hooijer
We know that all forms of bullying have negative consequences for those involved—the perpetrators, the targets, and the bystanders (Jordan & Austin, 2012). Students who have been victimized show poor physiological responses such as stomach aches and poor sleep, and they experience tenseness and fatigue (Fekkes, Pijpers, Fredricks, Vogels, & Verlove-Van Horick, 2006). They have high rates of absenteeism from school (Smith, Pepler, & Rigby, 2004), depression (Campbell, Spears, Slee, Butler, & Kift, 2012), and suicidal ideation (Van Der Wal, De Wit, & Hirasing, 2003). Perpetrators of traditional bullying have also been found to be at a heightened risk of experiencing problems such as anxiety, depression, psychosomatic symptoms, and eating disorders (Cook-Cottone et al., 2016; Duarte & Pinto-Gouveia, 2017). Those students who are both a victim, but who also bully, are at the greatest risk for negative consequences, experiencing both internalizing and externalizing difficulties (Isolan et al., 2013; Wang, Berry, & Swearer, 2013; Zablotsky, Bradshaw, Anderson, & Law, 2013). Bullying has also been shown to have a negative impact on those who witness the bullying (Rivers, Poteat, Noret, & Ashurst, 2009).