Cuisine Iran Cultural

Cuisine Iran Cultural The cuisine of Iran is diverse, with each province featuring dishes, as well as culinary traditions and styles, distinct to their regions. It includes a wide variety of foods ranging from chelow kabab (barg, koobideh, joojeh, shishleek, soltani, chenjeh), khoresht (stew that is served with white Basmati or Persian rice: ghormeh sabzi, gheimeh, and others), aash (a thick soup), kookoo (vegetable omellettes), pollo (white rice alone or with addition of meat and/or vegetables and herbs, including loobia pollo, albaloo pollo, zereshk pollo, and others), and a diverse variety of salads, pastries, and drinks specific to different parts of Iran. The list of Persian recipes, appetizers and desserts is extensive. Herbs are used a lot, as is fruit from plums and pomegranates to quince, prunes, apricots, and raisins. The main Persian cuisines are combinations of rice with meat, chicken or fish and some onion, vegetables, nuts, and herbs. To achieve a balanced taste, characteristic Persian spices such as saffron, diced limes, cinnamon, and parsley are mixed delicately and used in some special dishes. Rice It is believed that rice (berenj in Persian) was brought to Iran from southeast Asia or the Indian subcontinent in ancient times. Varieties of rice in Iran include champa, rasmi, anbarbu, mowlai, sadri, khanjari, shekari, doodi, and others. Basmati rice from India is very similar to these Persian varieties and is also readily available in Iran. Traditionally, rice was most prevalent as a major staple item in northern Iran, while in the rest of the country bread was the dominant staple. Methods of cooking rice There are four primary methods of cooking rice in Iran: Chelow: rice that is carefully prepared through soaking and parboiling, at which point the water is drained and the rice is steamed. This method results in an exceptionally fluffy rice with the grains separated, and not sticky, and also results in a golden rice crust at the bottom of the pot called tah-deeg (literally bottom of the pot). Pollo: rice that is cooked exactly the same as chelow, with the exception that after draining the rice, other ingredients are added in layers or sections of the rice, and then steamed together. Kateh: rice that is cooked until the water is absorbed. This is also the traditional dish of Gilan (described in detail below). Damy: cooked almost the same as kateh, except that the heat is reduced just before boiling and a towel is placed between the lid and the pot to prevent steam from escaping. Damy literally means simmered. Lunch and dinner (naahaar or shaam) Traditional Persian cooking is done in stages, at times needing hours of preparation and attention. The outcome is a well-balanced mixture of herbs, meat, beans, dairy products, and vegetables. Major staples of Iranian food that are usually eaten with every meal include rice, various herbs (mint, basil, dill, parsley), cheese (feta or Persian panir, derived from goat or sheeps milk, and sometimes cows milk), a variety of flat breads, and some type of meat (usually poultry, beef, lamb, or fish). Stew over rice is by far the most popular dish, and the constitution of these vary by region. Tea (chai) is the drink of choice on nearly every occasion, and is usually served with dried fruit, pastries, or sweets. You can usually find tea brewing throughout the day in most Iranian homes. Doogh, a yogurt drink, is also quite popular. One of the oldest recipes, which can trace its existence back to the time of Persian empire, is khoresht-e-fesenjan, consisting of duck or sometimes chicken in a rich pomegranate-and-walnut sauce that yields a distinctive brown color, most often served with white rice. Chelow kabab (Persian: چلوÚ ©Ã˜ ¨Ã˜ §Ã˜ ¨) is a national dish of Iran. The meal is simple, consisting of steamed, saffroned basmati or Persian rice (chelow) and kabab, of which there are several distinct Persian varieties. This dish is served everywhere throughout Iran today, but traditionally was most closely associated with the northern part of the country. It is served with the basic Iranian meal accompaniments, in addition to grilled tomatoes on the side of the rice, and butter on top of the rice. It is an old northern tradition (probably originating in Tehran) that a raw egg yolk should be placed on top of the rice as well, though this is strictly optional, and most restaurants will not serve the rice this way unless it is specifically requested. Somogh (powdered sumac) is also made available, and if desired, only a dash should be sprinkled upon the rice. In the old bazaar tradition, the rice (which is covered with a tin lid) and accompaniments are served first, immediately followed by the kababs, which are brought to the table by the waiter, who holds several skewers in his left hand, and a piece of flat bread (typically nan-e lavash) in his right. A skewer is placed directly on the rice and while holding the kabab down on the rice with the bread, the skewer is quickly pulled out. With the two most common kababs, barg and koobideh, two skewers are always served. In general, bazaar kabab restaurants only serve these two varieties, though there are exceptions. The traditional beverage of choice to accompany chelow kabab is doogh, a Persian sour yogurt drink, flavored with salt and mint, and sometimes made with carbonated mineral water. KabÄ b-e Barg (Persian: Ú ©Ã˜ ¨Ã˜ §Ã˜ ¨ Ø ¨Ã˜ ±Ãš ¯) is a Persian style barbecued lamb or beef kebab. The main ingredients of Kabab Barg are fillets of beef tenderloin, onion and olive oil. KÃ… «bide (Persian: Ú ©Ã™Ë†Ã˜ ¨Ã›Å'Ø ¯Ã™â€¡) is an Iranian minced lamb kebab/kabab which is made from ground beef (usually sirloin), often mixed with parsley and chopped onions. To cook Koobideh, first the meat is minced finely, then onion, salt, and pepper is added. These ingredients should be mixed well together for 15 minutes until the mixture become smooth and sticky. By keeping hands wet, indentations all the way down the skewer are made. At both ends should be pressed firmly to the skewer. The kebabs should be 20 cm (7-8 in) long Khoresht (Persian: Ø ®Ã™Ë†Ã˜ ±Ã˜ ´Ã˜ ª), also called Khoresh (Persian: Ø ®Ã™Ë†Ã˜ ±Ã˜ ´), is the common name of different stews in Persian cuisine which is typically served beside Polow (rice dish). In Persian cuisines there are lots of different Khoreshs based on the different ingredients which are used. In comparison with Kebabs, typically it takes more time to prepare one of these Khoreshs and for most of them, the key components are their vegetables and not their meat, therefore they can be cooked for the vegetarian people also. Persian Khoreshs have some similarities with typical Indian curries, in terms of prepartion. Iranian stews are different in that they use liberal amounts of saffron to give a very unique and fragrant taste. The most popular Khoreshs are Khoresh Gheymeh, Khoresh Ghormeh Sabzi and Khoresh Fesenjaan.

Socio-Cultural Influences on Sexuality

â€Å"Sexuality is an important part of our lives†(King, 2012, p.1), and a reoccurring theme throughout our development. The role that sexuality plays in each of our lives is so important that we see its influence through multiple sources in life, including media and social culture. No matter where you look in society some sort of sexuality is present; whether walking in the mall, observing the family life, or watching teens socialize. What is it though that makes a sexually relationship healthy? Is it attraction, intimacy, love, or interactions with each other? Through this paper we will discuss all the aspects of socio-cultural influences on sexuality, as well as the healthy relationship. It was Rathus (1993) who told us â€Å"human sexuality is the way in which we experience and express ourselves as sexual beings.† It only makes sense that through our environment we learn what is appropriate or inappropriate behavior, even when talking about sex. History is flourished with studies on the affects of sexual experiences, and cultural influences. It was Freud who taught us that we begin our exploration of sex at an early age through psuedosexual stages (Rana, 1977). His second essay on Infantile Sexuality discussed the early childhood stages and perversions that affect all.(Rana, 1977) During this controversial time it is the parents who show young children how to act. Therefore, in a family that hugs and touches each other lovingly we should expect to see the children to do so as well. Children are known for mimicking or â€Å"parroting † behavior in which they attempt to learn the societal norms. With this as the basis of a child's development as a sexual being they should be off to a good start. Media Motivators and Sexual Education Unfortunately, parents are not the only influence on a child's development in sexuality. From magazine articles to movies we are surrounded by relationships, some are healthy and some are not. Sex†¦it sells! Or so the media likes to tell us. They post beautiful women half naked on every magazine add, television show, or movie; but it is not just the men who are targeted by such adds. Young girls want to be these women, because they are popular and what society tells us is beautiful. The headlines associated with these beautiful photos read â€Å"How to Make Him Want More Sex†Ã¢â‚¬ , â€Å"How to Make Him Orgasm†Ã¢â‚¬ , and lets not forget â€Å"A Newer, Sexier You for the New Year†.† Is this really how we want our children to learn about sex? Unfortunately, within American culture we see girls younger and younger having children, indicating sexual behavior before marriage. From these indications it is clear that media has the primary influence of sexual culture. Schools offer sexual education often at the young age of middle school in order to assist parents with this large task to right media's wrongs. Although schools focus their education on abstinence rather the safe sex and sexual diseases, some education is better then none or so they tell us. Smith et al.(2003, para 4) results showed that children's knowledge of sexual risks was low, especially in areas of vulnerability to HIV/AIDS and other sexually transmitted infections. A sexual risk that controversially has received no attention is the psychological risk that sex can have on one. Without a healthy relationship a person often is left with guilty feelings, regret, and low self worth. This is definitely not the message portrayed through magazine articles. According to Okazaki (Feb. 2002, para 1), the Asian American population is not influenced highly by media motivators. Through her study of this ethnic group she found that because the Asian American population is characterized primarily through their cultural characteristics based on family, collective goals of individual wishes, emphasis on propriety and social codes; sex is reserved for marriage. Through their influences based on modesty there is an exceptional difference in premarital sex. However, her results also show that the more the Asian American culture comes acclimated to our society the more sexual behavior they exhibit. Sexual Gender Theories and Gender Roles Many of the sexual influenced are biased toward gender roles, a set of culturally specific norms concerning expected behaviors and attitudes based on sexual identity of male or female (King, 2012, p. 198). As Okazaki pointed out, in Asian American culture it is still viewed as acceptable for those of the male gender to experiment sexually before marriage, but females are considered delicate flowers not allowed to completely bloomed until matched in a marital pair (2002, para 2). Within the American culture our roles have relaxed some to allow females to experiment, but not until they are a ripe legal age. We allow our men to experiment early through touch (masturbation) and view it as acceptable, yet when little girls play with their bodies it nearly devastates us. Through our harsh reactions we teach the young to feel guilty and wrong about sexual explorations. Many gender roles of our time allow women to work and seek education before or during their motherhood years; changes from our earlier history of the American women. Although a woman may take on these â€Å"extracurricular activities† they are still expected to carry on the traditional chores of housework and child rearing. Men have less responsibility to be the primary breadwinner, yet this is traditionally still their main societal focus. Smith et al. (2003, para 4) research transcripts also put light to the different sexual roles for males and females. It showed females should be more culturally restrained, and males as less abstinent. Both sexes adolescents had strong views towards family importance in the influence of sexual behavior, something congruent across cultural barriers. Part of these gender roles associated with sex pertains to the two gender theories. The first gender theory is that of the sociocultural theory in which the differences are based on the culture in which they are raised; something that we discussed throughout the previous paragraphs. The evolutionary role puts the behavioral difference based on the pressures each sex deals with daily. For women it is that sex is for reproduction, so they seek out the optimal mate in which to love and settle down with. For men it is the attraction, risk taking, and competitiveness that draw them towards multiple mates. In this theory we see more of a discussion on the relationship view of sex, in which we discuss love, attraction, and intimacy. Young women are given pretty pictures of love associated with sex and happy ever after; however, as adults through experience we learn this is not the truth. Healthy relationships are those in which we can say at the end of the day that all experiences including sexual ones are positive (King, 2012, p. 298), this should be the thought we teach our adolescents. Sexual Dysfunction and Commercialized Sex Wilhelm Reich (Demeo, 1998, para 2) believed and proved that emotions and sexuality were directly related, and that there was energy in the libido. His work proved not only that the energy existed but also that sexual dysfunction was a product of emotional detachment due to traumatic event in ones life. Essentially Reich was able to correlate how emotions could play into ones sexual disorder and relate that to sexual crimes. He brought the study of sexual humanity to light, and sought to assist in curing those with sexual ailments. These were important advancements in the study of socio-cultural influences on sexuality as they began to show how our upbringing could negatively affect our sexual views and society. Over time our society has set to life rules and laws against sexually lude behavior, in which we could negatively influence the young. Some of these laws involved diminishing prostitution, limiting access to pornographic materials, and eliminate sex trafficking. From what we do, so shall our children do (author unknown). It is evident that adolescents seek to mimic the actions they see as popular. Movies, television, and magazines teach us to go forth into sexual exploration, and not to worry. The truth is a different story, and so our society must realize the need for change. We must foster education, modesty, and healthy sexual relationships in order to teach younger generations the impact of sexual interactions. We have the option as a society full of culture to choose whether we want generations of sexual dysfunction and violence, or love and sex.

Consciousness and Its Variations

Chapter IV Consciousness and its Variations Intro: 4. 1 Consciousness Your immediate awareness of thoughts, sensations, memories, and the world around you represent the experience of consciousness. William James described consciousness as a â€Å"stream† or â€Å"river. † Although always changing, consciousness is perceived as unified and unbroken much like a stream. Because his idea of structuralism was based off of introspection, many of the leading psychologists at the turn of the twentieth century emphasized with the study of overt behavior, which could be directly observed, measured, and verified.In mid 90’s many psychologists once again turned their attention to the study of consciousness. This was due to two main reasons. First it was becoming clear that a complete understanding of behavior would not be possible unless psychologists considered the role of conscious mental processes in behavior. Second was because psychologist had devised more objective way s to stud conscious experiences. For example, they could often infer the conscious experience that seemed to be occurring by carefully observing behavior.Technological advances in studying brain activity were also producing intriguing correlations between brain activity and different states of consciousness. Different perspectives that psychologist are using to piece together a picture of consciousness are the role of psychological, physiological, social, and cultural influences. Biological and Environmental â€Å"clocks† that regulate Consciousness. Through the course of the day, there is a natural ebb and flow to consciousness. The most obvious variation of consciousness that we experience is the daily sleep-wake cycle. These daily cycles such as this are called circadian rhythms.You actually experience many different circadian rhythms that ebb and flow over the course of any given 24hr period. Normally your circadian rhythms are closely synchronized with one another. For e xample, the circadian rhythm for the release of growth hormone is synchronized with the sleep-wake circadian rhythm so that growth hormone is released only during sleep. The suprachiasmatic Nucleus: Your main circadian rhythms are controlled by a master biological clock-a tiny cluster of neurons in the hypothalamus in the brain. This tiny cluster of neurons is called the suprachiasmatic nucleus, abbreviated SCN.The SCN is the internal pacemaker that governs the timing of circadian rhythms. The most important environmental time cue is bright light, especially sunlight. The light is detected by special photoreceptors in the eye and is communicated via the visual system to the SCN. As the sun sets each day, the decrease in available light is detected by the SCN, and then in turn the CN triggers an increase in the production of a hormone called melatonin. Melatonin is manufactured by the pineal gland, an endocrine gland located in the brain. Increased blood levels of melatonin help make you sleepy and reduce activity levels.The levels of melatonin rise at night and peak around 0100 and 0300. Melatonin levels drop shortly before sunrises. The pineal gland stops producing melatonin, as the light from the sun is senesced by the SCN. Circadian Rhythms and Sunlight: The 24hr day Since the light from the sun helps regulate our circadian rhythm, what would happen if the external environmental factors were taken away? Well the circadian rhythm then will be referred to as a free-running condition, because the body’s internal clock runs freely and independently of external time cues.Without the external time cues researchers have found that our internal body clock drifts to its natural (or intrinsic) rhythm. They also found that our natural circadian rhythm is about 24. 2 hours, or slightly longer than a day. Also as our melatonin peaks, our body core temperature also drops to it’s lowest. But when deprived of all external environmental cues your body’s sleep-wake, body temperature, and melatonin circadian rhythms become desynchronized. This means that they no longer properly coordinate with one another. An example is being jet lagged. Your out of sync with the sun set because the time zone difference is 12 hrs.Sleep **Fun fact: over a person’s lifetime, you’ll spend approximately 22years of your life asleep. *** (Pg143) Prior to the 20th century, sleep was largely viewed as a period of restful inactivity in which dreams sometimes occurred. The Dawn of Modern Sleep Research The invention of the electroencephalograph by Hans Berger gave sleep researchers an important tool for measuring the rhythmic electrical activity of the brain. These electrical patterns were referred to as brain waves. The electroencephalograph produces a graphic record called EEG, or electroencephalogram.By studying the EEG researchers firmly established that brain-wave activity systematically changes throughout sleep. Eye movements, muscle movem ents, breathing rates, airflow, pulse, blood pressure, amount of exhaled carbon dioxide, body temperature, and breathing sounds are just some of the body’s functions that are measured in contemporary sleep research. Nathaniel Kleitman used his 8-year-old son to discover a pattern from the EEG and his son’s rapid eye movements. More of these rapid eye movements were noticed when subjects reported dreams. Today we distinguish between two basic types of sleep.REM sleep and NREM sleep. REM is often called active sleep or paradoxical sleep because it is associated with heightened body and brain activity during which dreaming consistently occurs. NREM sleep, or non-rapid eye movement sleep, is often referred to as quiet sleep because the body’s physiological functions and brain activity slow down during this period of slumber. NREM sleep is divided into four different stages. The onset of sleep and hypnagogic hallucinations Beta brain waves are produced as you prepare for bed. They are small, fast brain waves.After you’re head hits the pillow and your body begins to relax, your brain’s electrical activity gradually gears down generating slightly larger and slower alpha brain waves. During this drowsy, pre-sleep phase, you may experience odd but vividly realistic sensations. You may hear your name called or a loud crash, fell as if you’re falling or floating, flying, or see kaleidoscopic patterns or an unfolding landscape. The most common hypnagogic hallucinations are the vivid sense of falling. This hallucination is often accompanied by a myoclonic jerk-an involuntary muscle spasm of the whole body that jolts the person completely awake.The First 90 minutes of sleep and beyond Each NREM sleep stage is characterized by corresponding decreases in brain and body activity. On average the progression through the first four stages of NREM sleep occupies the first 50-70 minutes. STAGE 1 NREM As the alpha brain waves of drowsiness a re replaced by even slower tbeta brain waves, you enter the first stage of sleep, which only lasts a few minutes. Stage1 is a transitional stage during which you gradually disengage from the sensation of the surrounding world. During stage 1 you can quickly regain conscious alertness if needed.Although hypnagogic experiences can occur in stage one, less vivid mental imagery is common, such as imagining yourself engaged in some everyday activity. STAGE2 NREM Stage two represents the onset of true sleep. Stage two sleep is defined by the appearance of sleep spindles, brief bursts of brain activity that last a second or two, and K complexes, single high-voltage spikes of brain activity. Breathing becomes rhythmical, slight muscle twitches may occur, theta waves are predominant in stage two, but larger, slower brain waves, called delta brain waves, also begin to emerge.During the 15-20 minutes initially spent in stage 2, delta brain-waves activity gradually increases. STAGE 3 NREM Stage s three and four are physiologically very similar. Both are defined by the amount of delta brain-wave sleep. In combination they are sometimes reefed to as slow-wave sleep (SWS). When delta brain waves represent more than 20 percent of total brain activity, the sleeper is said to be in stage 3 NREM. When delta brain waves exceed 50% of total brain activity, the sleeper is said to be in stage 4 NREM. During the first 20-40 minutes of stage four NREM, delta waves eventually come to represent 100 percent of brain activity.At that point, heart rate, blood pressure, and breathing rate drop to their lowest levels. In stage four the sleeper maybe totally oblivious to the world but his muscles are still capable of movement. For example, if sleepwalking occurs, it typically happens during stag 4 NREM sleep. In stage four NREM it is possible for a person to answer a ringing phone, carry on a conversation for severa minutes, and hang up without ever leaving stage 4 sleep- without remembering t he conversation the next day. At this point the sleeper is approximately 70 minutes into a typical night’s sleep and immersed in deeply relaxed stage four sleep.At this point the sequence reverses from stage 4 to 3 to 2 and then enters a dramatic new phase called REM. REM Sleep During REM sleep the brain becomes more active and generates smaller and faster brain waves. Visual and motor neurons in the brain activate repeatedly, just as they do during wakefulness. Dreams usually occur during REM sleep. Although the brain is very active, voluntary muscle activity is suppressed, which prevents the dreaming sleeper from acting out those dreams. REM sleep is accompanied by considerable physiological arousal. The sleeper’s eyes dart back and forth behind closed eyelids-the rapid eye movements.Heart rate, blood pressure, and respirations can fluctuate up and down, sometimes extremely. Muscle twitches occur. In both sexes sexual arousal may occur. The first episode of REM sleep is about 5-15 minutes. From the first stage of NREM to the completion of the first cycle of REM usually lasts about 90 minutes has elapsed all together. Beyond the first 90 minutes Throughout the rest of the night, the sleeper cycles between NREM and REM sleep. Each sleep cycle lasts about 90 minutes on average, but the duration of cycles may vary from 70-120 minutes. Just and after REM sleep the sleeper changes positions.Stage 3 and 4 NREM usually occur only during the first two 90-minute cycles. As the night progresses, REM sleep episodes become increasingly longer and less time is spent in NREM. During the last two 90-minute sleep cycles before awakening, NREM sleep is composed primarily of stage two sleep and periods of REM sleep can last as long as 40 minutes. Changing sleep patterns over a lifetime During the last trimester of prenatal development, active REM and quiet NREM sleep cycles emerge. In the final weeks, REM and NREM sleep are clearly distinguishable in the fetus.Ne wborns sleep about 16 hours a day, although not all at once. Up to 8 hours or 50% of the newborn’s sleep is spent in REM sleep. The rest is spent in a quiet sleep that is very similar to NREM stages 1&2. Not until about the third month of life that the deep, slow-wave sleep of NREM stages 3&4 appear. Typically the 90-minute sleep cycle develops over the first few years of life. The infants first couple months is characterized as being a 60 minute sleep cycle, producing 13 sleep cycles per day. By the age of two the toddler is experiencing 75 minute sleep cycles.By 5 years old the typical 90 minute sleep cycles of alternating NREM and REM sleep is established. Total time spent in slow-wave sleep (SWS) and sleep time decrease over the lifespan. Do we need sleep? Sleep deprivation studies has show us that after one nights sleep deprivation, subjects develop microsleeps, which are episodes of sleep lasting only a few seconds that occur during wakefulness. People who go without sl eep for a day or more experience disruptions in mood, mental abilities, reaction time, perceptual skills, and complex motor skills.People us to thing that a person can adapt to only having 4-5 hours of sleep, but this is simply not true. Sleep deprivation can decrease concentration, vigilance, reaction time, memory skills, and the ability to gauge risks. Why do we sleep? Toblers theory of restorative theory of sleep states that NREM is vital to restore the body while REM is used to restore the brain and mental functions. Dreams and Mental Activity during sleep4. 2 By the adulthood the average person spends 2hours a night dreaming. So if you live to a ripe old age. You will have spent about six years of your life dreaming.Although dream may be the most spectacular brain production during sleep, they are not the most common. More prevalent is sleep thinking, also called sleep mentation. Sleep thinking usually occurs during NREM slow-wave sleep. Sleep thinking probably contributes to t hose times when you wake up with a solution to some vexing problem. When awakened during active REM sleep, people report a dream about 95% of the time. Early morning dreams are the longest lasting up to 40 minutes and are the most likely to be remembered by the dreamer. People usually have four or five dreams a night. Sleep and memory consolidation: let me sleep on it.Research shows that different sleep states and stages contribute to forming different kinds of memories. Evidence suggests that NREM sleep contributes to forming new episodic memories, which are memories of personally experienced events. In contrast, REM sleep and NREM stage2 sleep seem to help consolidate new procedural memories, which involve learning a new skill or task until it can be performed automatically. So how does sleep strengthen new memories? Almost a century ago John Jenkins and Karl Dallenbach showed that memories could be enhanced by sleep as compared to an equal amount of time spent awake.Their explana tion was that, compared to wakefulness, sleep kept additional information from interfering with new memories. This explanation was however wrong. The correct answer using today’s new technology is that: New memories formed during the day are reactivated during the 90-minute cycles of sleep. This process of repeatedly reactivation these newly encoded memories during sleep strengthen the neuronal connections that contribute to forming long-term memories. So after forming new memories or learning something it is best to sleep after wards. It is also important to sleep prior to learning.This has been proven to increase the chances of retaining information. Dream Themes and Imagery: Here are some patterns and themes that are well-substantiated findings on dream content. 1) Women report males and female in equal proportion as other dream story characters. 2) Men are more likely to repot other males as the dream story characters. 3) Negative feelings and events are more common than positive ones. 4) Instances of aggression are more common than are instances of friendliness. 5) Dreamers are more likely to be victims of aggression than aggressors in their dreams. ) Men are more likely than women to report dreams involving physical aggression. 7) Women are more likely than men to report emotions in their dreams. 8) Sex and sexual behaviors seldom occur as elements of the dream. 9) Apprehension or fear is the most frequently reported dream emotion for both sexes, followed by happiness and confusion. If apprehensive or fearful emotions become progressively more intense as a dream story unfolds, there person may experience a nightmare. The nightmare typically has the dreamer as being helpless or powerless in the face of being aggressively attacked or pursued.Although fear, anxiety, and even terror are the most commonly experienced emotions, some nightmares involve intense feelings of sadness, anger, disgust, or embarrassment. The Significance of Dreams Sigmund Freud â€Å"Dreams as fulfilled wishes† He was the founder of psychoanalysis. Freud believed that sexual and aggressive instincts are the motivating forces that dictate human behavior. Because these instinctual urges are so consciously unacceptable, sexual and aggressive thoughts, feelings, and wishes are pushed into the unconscious, or repressed. However, Freud believed that these repressed urges and wishes ould surface in dream imagery. Freud believed that dreams had two components. The manifest content, and the latent content. The manifest content being the dream itself and the latent content being the disguised psychological meaning of the dream. The Active-Synthesis Model of Dreaming Founded by J. Allan Hobson and Robert McCarley and stated that dreaming is our subjective awareness of the brain’s internally generated signals during sleep. That the experience of dreaming sleep is due to the automatic activation of brainstem circuits at the base to the brain.So the brain stem sends electrical messages to the brain and then the brain attempts to make sense of the messages. Sleep Disorders 4. 2 According to data from National Sleep Foundation’s annual polls, 7 out of 10 people experience sleep disruptions. People with trouble sleeping usually complain about one or more of the following: Insomnia, Excessive daytime sleepiness, and Abnormal behaviors or sensations during sleep. Sleep disruptions become a sleep disorder when A) abnormal sleep patterns consistently occur, B) They cause the subject distress, and C) they interfere with a persons daytime functioning.All sleep disorders can be classified into two broad categories. First is the dyssomnias, which are sleep disorders involving disruptions in the amount, quality, or timing of sleep (insomnia, obstructive sleep apnea, and narcolepsy). Then there is the parasomnias, which are sleep disorders involving undesirable physical arousal, behaviors, or events during sleep transitions. People are sai d to have insomnias when they repeatedly complain about quality or duration of their sleep, have difficulty going to sleep or staying asleep, or wake before it is time to get up. Transient insomnias last anywhere from about 1-2 nights to a couple weeks.Chronic insomnias last at least three nights each week that persist for a month or longer. Women are more predisposed to insomnias than men. Insomnias are also influenced by age, and gender. Most commonly insomnias can be traced to anxiety over stressful life events. Obstructive sleep apnea Sleep apnea is the second most common type of sleep disorder characterized by daytime sleepiness and excess snoring. The sleeper’s airway becomes narrowed or blocked, causing very shallow breathing or repeated pauses or stops breathing. Each time breathing stops, oxygen blood levels decrease and carbon dioxide blood levels increase.Sleep apnea tends to run in families and is more predominate in middle age males. To treat sleep apnea requires a life style change. Usually its treaded by loosing weight, avoiding alcohol, surgery to widen breathing passages, or a special mouth piece. Sever to moderate sleep apnea is treated with positive airway pressure from a CPAP. Narcolepsy People with narcolepsy experience or abundance of daytime fatigue regardless of the amount of time asleep. This uncontrollable event of a rapid onset of sleepiness is called sleep attacks or microsleeps. About 70% of people who suffer from narcolepsy experience cataplexy.Cataplexy is the sudden loss of voluntary muscle strength and control, lasting from several seconds to several minutes. People with narcolepsy also can experience sleep paralysis. Parasomnias In a parasomnias, the person’s brain is just awake enough to carryout the actions yet is still immersed in sleep that he or she has no conscious awareness or subsequent memory of having performed the action. Parasomnias occur during NREM stages 3 & 4, are more common in children and decre ase with age, occurs in multiple family member, suggest a genetic predisposition. Sleep Terrors:Also called night terrors, typically occur in the first few hours of sleep during stage 3 & 4 NREM. Physiologically, the first sign of a sleep terror is sharply increased physiological arousal, restlessness, sweating, and a racing heart rate. The difference between a sleep terror and a nightmare is as follows: Whereas nightmares involve a progressive unpleasant dream story, a sleep terror is usually accompanied by a single but terrifying sensation, such as being crushed or falling. Sleepsex Also called sexsomnia, involves abnormal sexual behaviors and experiences during sleep.Without realizing what he or she is doing, the sleeper initiates dome kind of sexual behavior, such as masturbation, sleepsex-talking, groping or fondling their bed partner’s genitals, or sexual intercourse. Sleepwalking Also called somnambulism. Sleep-Related Eating Disorders Frequent sleepwalking episodes to the kitchen, compulsive eating, and then awakening the next morning with no memory of having done so are the hallmarks of sleep-related eating disorders. The dangerous part of this is when the subject eats non-food items such as cat food, raw bacon, salt sandwiches, coffee grounds, or hand creams. Hypnosis 4. 3Hypnosis can be defined as a cooperative social interaction in which the hypnotic participant responds to suggestions made by the hypnotist. Hypnosis is characterized by highly focused attention, increased responsiveness to suggestions, vivid images and fantasies, and a willingness to accept distortions of logic or reality. Effects of Hypnosis Subjects of hypnosis may report detachment from their bodies, profound relaxation, or sensations of timelessness. Sensory and perceptual changes Sensory changes that can be induced through hypnosis include temporary blindness, deafness, or a complete loss of sensation in some part of he body.People can also experience hallucinations und er hypnosis. Hypnosis can also influence behavior outside the hypnotic state. When a posthypnotic suggestion is given. The person will carry out that specific suggestion after the hypnotic session is over. Hypnosis and memory Memory can be effected by posthypnotic amnesia, in which a subject is unable to recall specific information or events that occurred before or during hypnosis. The opposite effect is called hypermnesia, which is enhancement of memory for past events through hypnotic suggestions. Explaining HypnosisPsychologist Ernest R Hilgard believed that the hypnotize person experiences dissociation- the splitting of consciousness into two or more simultaneous streams of mental activity. This is called Hilgard’s neodissociation theory of hypnosis. Limits and applications of Hypnosis Contrary to popular belief, you cannot be hypnotized against your will. Second hypnosis cannot make you perform behaviors that are contrary to your moral and values. Third, hypnosis cannot make you stronger than your physical capabilities or bestow new talents. Hypnosis can be used to help modify problematic behaviors.Meditation Meditation refers to a group of techniques that induce an altered state fo focused attention and heightened awareness. Common to all forms of meditation is the goal of controlling or retaining attention. There are two general categories of meditation, Concentration techniques involving focusing awareness on visual image, your breathing, a word, or a phrase. When a sound is used, it is typically a short word or religious phrase, called a mantra. The second category is opening-up techniques involving a present-centered awareness of the passing moment, without mental judgment.Rather than concentrating on an object, sound, or activity, the meditator engages in quiet awareness of the â€Å"here and now† without distracting thoughts. Effects of meditation The early research on meditation focused on its use as a relaxation technique that relie ved stress and improved cardiovascular health. Numerous studies now show that practicing TM (transcendental meditation) subjects experience a state of lowered physiological arousal, including a decrease in heart rate, lowered blood pressure, and changes in brain waves. Psychoactive Drugs 4. 4Psychoactive drugs are chemical substances that can alter arousal, mood, thinking, sensations, and perceptions. There are four categories of psychoactive drugs and they are depressants (drugs that depress, or inhibit, brain activity), opiates (drugs that are chemically similar to morphine and that relieve pain and produce euphoria), stimulants (drugs that stimulate, or excite, brain activity), and psychedelic drugs (drugs that distort sensory perceptions). The Depressants Alcohol, Barbiturates, Inhalants, and Tranquilizers The depressants are a class of drugs that depress or inhibit central nervous system activity.In general, depressants produce drowsiness, sedation, or sleep. Alcohol Used in sm all amount alcohol reduces tension and anxiety, along with reducing the risk of heart disease. Alcohol can also be misused and considered a dangerous drug. How does alcohol affect the body? Generally it takes about one hour to metabolize the alcohol in one drink, which is defined as 1 ounce of 80 proof whiskeys, 4 ounces of wine, or 12 ounces of beer. Alcohol depresses the activity of neurons throughout the brain. As the blood alcohol levels rise, the more brain activity that is impaired.Because alcohol is physically addictive, the person with alcoholism who stops drining may suffer from physical withdrawal symptoms. Inhalants Inhalants are chemical substances that are inhaled to produce an alteration in consciousness. At low doses, they may cause relaxation, giddiness, and reduced inhibition. At higher doses inhalants can lead to hallucinations and a loss of consciousness. Repeatedly inhaling is a practice that increases risk of serious damage to the brain, heart, and other organs. In a study using a inhalant abuser and a cocaine addict that tested both subjects cognitive abilities.The cocaine addict actually scored higher than the inhalant abuser. Even though they both were below the norm for non-users. Barbiturates-Tranquilizers Barbiturates are powerful depressant drugs that reduce anxiety and promote sleep, which is why they are sometime called â€Å"downers. † Barbiturates depress activity in the brain center that control arousal, wakefulness, alertness, and also depress the brains respiratory centers. Low doses cause relaxation, mild euphoria, and reduced inhibitions, but larger doses produce a loss of coordination, impaired mental functioning, and depression.High doses can produce unconsciousness, coma, and death. Barbituates produce a very deep but abnormal sleep in which REM sleep is greatly reduced. Tranquilizers are depressants that relieve anxiety. Common prescribe tranquilizers are Xanax, Valium, and Ativan. The Opiates Often called narcot ics, these groups of addictive drugs relieve pain and produce feelings of euphoria (a feeling of happiness, confidence, or well-being some times exaggerated in pathological states as mania). Opiates produce their powerful effects by mimicking the brain’s own natural painkillers, called endorphins.Heroin, OxyContin, Demorol, Fentanyl, Percodan, and Vicodin. The Stimulants Caffeine, Nicotine, Amphetamines, and Cocaine Stimulants vary in the strength of their effects, legal status, and the manner in which they are taken. All stimulants however are at least mildly addicting, and all tend to increase brain activity. Caffeine and Nicotine Caffeine is the most widely used psychoactive drug in the world. Its found in almost everything (soda, coffee, tea, chocolate, and cola drinks). Caffeine stimulates the cerebral cortex in the brain, resulting in an increase in mental alertness and wakefulness.Nicotine, contrary to popular belief does not relax the body. Instead it stimulates it. N icotine increases neural activity in many area of the rain, including the frontal lobes, thalamus, hippocampus, and amygdala. Amphetamines and Cocaine Like caffeine and nicotine, amphetamines and cocaine are addictive substances that stimulate brain activity, increasing mental alertness and reducing fatigue. Amphetamines is sometimes called â€Å"speed† or â€Å"uppers. † Amphetamines suppress appetite and were once widely prescribed as diet pills. Cocaine is an illegal stimulant derived from the leaves of the coca tree.Inhaling cocaine produces intense euphoria, mental alertness and self-confidence. A more concentrated form of cocaine is called â€Å"crack† which is smoked instead of inhaled. Prolonged use of cocaine and amphetamines can result in stimulant-induced psychosis, which have Schizophrenia-like symptoms, including hallucinations of voices and bizarrely paranoid ideas. Psychedelic Drugs Mescaline, LSD, and Marijuana This is a group of drugs that creat e profound perceptual distortions, alter mood, and affect thinking. Psychedelic literally means â€Å"mind manifesting. † Mescaline and LSD Mescaline was derived from the peyote cactus.Another psychedelic drug is psilocybin which is derived from the Psilocybin mushroom or sometimes called the â€Å"magic mushrooms† or â€Å"shrooms. † Mescaline and LSD are very similar chemically to the neurotransmitter serotonin, which is involved in regulating moods and sensations. These drugs can sometime have a â€Å"bad trip† were the user doesn’t get the results the wished for but they get the opposite. Marijuana The common hemp plant, Cannabis sativa, is used to make rope and cloth. But when its leaves, stems, flowers, and seeds are dried and crushed, the mixture is called marijuana. Designer â€Å"Club† Drugs Ecstasy and dissociative anesthetic drugs

Conjugating German Verbs (A-Z)

This alphabetical index lists over 500 common German verbs, some with a complete conjugation in all tenses. SYMBOL KEY:  D  Ã‚  Dative verb,  M  Ã‚  Modal verb, .s sich  Reflexive verb,  S  Ã‚  Strong verb  (irregular verb),  C  Ã‚  Stem-changing verb  (in pres. tense),  an|fangen  Ã‚  Verb with separable prefix German Verbs A-K A-D E-G H-K Aachten to pay attention to, respectan|erkennen S to recognize, acknowledgean|fangen C/S to begin See Verb prefixes (an-, aus- )angeln to fish, anglean|kommen S to arrivendern to change, alteran|greifen S to attackan|haben S to have on, wearan|nehmen S to accept; assumean|rufen S to call up (tel)antworten D to answers. an|ziehen S to get dressedarbeiten to workrgern to annoy, irritateatmen to breatheauf|fallen S to stand out, attract attentionaus|kommen S to come out, have enough of, make do, get along withaus|machen - 10 meanings!aus|stellen to exhibits. aus|ziehen to undressBbacken S to bakebaden to bathe, swimbauen to buildbeben to quake, tremblebedeuten to means. bedienen to serve oneselfbefehlen S to commands. befinden S to be, find oneselfbefreien to set freebegegnen D to meetbeginnen S to beginbegleiten to accompanybehalten S to keepbeissen S to bitebekommen S to get, receivebeleben to enliven, cheerbeleidigen to insultbellen to barkbelohnen to rewardbergen S to recover, salva geberichten to reportbersten S to burstbesitzen S to ownbestellen to orderbesuchen to visitbeten to praybetrgen S to deceive, cheatbewegen to movebezahlen to paybiegen S to bendbieten to offer, bidbinden S to tiebitten S to request, ask forblasen C/S to blowbleiben S to stayblicken to look, glanceblitzen to flashblhen to bloombluten to bleedbraten C/S to fry, roastbrauchen to needbrauen to brewbrausen to shower; roarbrechen C/S to breakbrennen S to burnbringen S to bringbrllen to roar, shoutbrsten to brushDdarf See drfendmmen to dam, check, curbdmmern to dawn, fall (dusk); dozedampfen to steamdmpfen to muffle, dampdanken D to thankdar|stellen to show, portraydmmen to dam, check, curbdauern to last, enduredecken to cover, set (table)dehnen to stretchdemonstrieren to demonstratedenken S to thinkdeuten to point, indicatedichten to caulk; write poetrydienen to servedringen S to urge, piercedrucken to printdrcken to push, press; oppressducken to stoop, duck; humbledrfen to be permitted, allowdrsten to thirst, be thirsty Eehren to honorein|atmen to breathe inein|bauen to install, put ins. ein|bilden to imagine, get the ideaempfangen C/S to receiveempfehlen C/S to recommendempfinden to feel, senseentbehren to do without; lack, miss See Verb prefixes (emp-, ent- )entdecken to discoverentfernen to removeentfhren to abduct, kidnapentgegenen to reply, retortenthalten C/S to containentkommen to escape, get awayentschuldigen to excuse, apologizeerfinden to inventerhalten C/S to obtain, receive, preserves. erinnern to remembers. erklten to catch a colderklren to explain, declareerlschen to be extinguished, dimerrichten to erect, establisherschpfen to exhaust, drainerschrecken S to be frightenedersticken to choke, smothererwgen to consider, pondererwhnen to mentionerzhlen to tell, recount, relate S to eat Ffahren S to travel, drivefallen S to fallfllen to cut downfalten to foldfangen S to catch, capturefassen to grasp, seize, conceivefechten to fence, fightfeststellen to ascertain, establishfinden S to findfl icken to patch, repairfliegen S to flyfliehen S to flee, avoidflieen S to flow, runfluchen to curse, swearfluten to flood, overflowfolgen D to followfragen to askfressen C/S to eat, feed, devours. freuen to be glad, rejoicefrieren S to freeze, feel coldfrhstcken to eat breakfastfhlen to feel, perceivefhren to leadfllen to fillfrchten to fearGghnen to yawngren to fermentgebren to give birth togeben C/S to givegebrauchen to usegedeihen S to thrive, prospergefallen C/S to be pleasing, likegehen S to gogelingen S to succeedgelten S to be validgenesen to recover, convalesces. genieren to feel embarrassed/awkwardgenieen S to enjoygeraten to get into, fall intogeschehen C/S to happengewinnen S to win, gains. gewhnen to get used to, accustomed togieen S to pour, castglnzen to glitter, shineglauben to believegleichen S to be like, resemblegleiten to glideglotzen to gape, stareglhen to glowgraben S to diggreifen S to grasp, grab, seizegrollen to be angry, grumblegren to greetgucken to look, p eep Hhaben S to havehalten C/S to hold, stop, keephmmern to hammer, poundhandeln to act, trade, dealhngen to hanghassen to hatehauen to hit, hewheben S to lift, raiseheiraten to marryheien S to be namedheilen to healheizen to heathelfen C/S to helpheraus|bekommen S to get out; find out, figure outheraus|fordern to challengehetzen to rush about, inciteheulen to howl, bawlhindern to hamper, impedehoffen to hopehren to hearhpfen to hop, jumphusten to coughIidentifizieren to identifyimmatrikulieren to register (univ)impfen to vaccinate, inoculateimponieren to impress, make an impressionimportieren to importinformieren to informs. interessieren to be interested (in)irren to wander, stray; be mistakenirritieren to confuse; irritateisolieren to insulate; isolateJjagen to hunt; chase, drivejammern to wail, moan, yammerjauchzen to rejoice, cheerjaulen to howljobben to work, have a jobjodeln to yodeljoggen to jogjucken to itchjustieren to adjust, justify (typeKkmmen to combkmpfen to fight, struggl ekauen to chewkaufen to buykehren to turn; sweepkennen S to know, be familiar withkennenlernen to get to know, become acquainted withklagen to lament, complainkleben to paste, stickklingen S to ring, soundklopfen to knock, beatkneifen S to pinch, squeeze, crimpknpfen to tie, knot, fastenkochen to cook, boil, seethekommen S to comeknnen M to be able, cankosten to costkotzen to vomit, pukekrchzen to caw, croakkratzen to scratch, scrape, clawkriechen S to crawl, creepkriegen to get, obtainkhlen to cool, refreshkrzen to shorten, abbreviate Conjugating German Verbs (L-Z) L-R S-T U-Z Llcheln to smilelachen to laughladen C / S to loadlassen C / S to let, leave, allowlaufen C / S to run, walklauschen to eavesdrop, listenleben to livelecken to lick; leaklegen to lay, put, place See liegenlehren to teachleiden S to sufferleihen S to lend, borrow, hirelernen to learn, studylesen C / S to readleuchten to light up, shine, gleamlichten to thin out, lightenlieben to loveliegen S to lie, recline, be situatedloben to praiselocken to lure, attract, enticelohnen to reward, recompenses. lohnen to be worth (doing)lsen to solve, dissolve; loosenlgen to lie (not tell the truth)lutschen to suck (on)Mmachen to make, domahlen to mill, grindmalen to paint, drawmanagen to managemeiden S to avoid, shunmeinen to mean, be of the opinion, thinkmerken to notice, mark, perceivemessen C / S to measuremieten to rent, hiremgen M to like (to)mssen M to have to, mustNnagen to gnaw, nibblenhren to nourish; sucklenaschen to snack, nibble, noshnecken to teasenehmen C / S to takenennen S to name, ca llnicken to nod, dozentzen to use; be usefulOffnen to openoperieren to operate (med.)opfern to sacrificeordnen to organize, put in order Ppachten to lease, rentpacken to pack; grabpassen to fit, be suitablepassieren to happenpfeifen S to whistlepflanzen to plantplagen to plague, annoypreisen to praise, commendputzen to clean, groomQqulen to torture, tormentqualmen to give off smokequellen S to gush, spring fromquetschen to squeeze, crushquietschen to squeak, squealRrchen to avengeRad fahren to ride a bike (VP)raten to advise, guessrauchen to smokerumen to clear away, evacuaterauschen to rustle, murmurrechnen to calculate, reckonreien S to tear, ripreiten S to ride (horse)rennen S to runreichen to reach; passreisen to travel, journeyreinigen to clean, refinereizen to excite, charmrichten to set right, adjustriechen S to smellringen to struggle, wrestlerollen to rollrsten to roastrcken to move, bring nearerrufen S to callruhen to restrhren to stir, touchrsten to arm Ssagen to say, tellsaufen S to drink to excesssaugen to suck, absorb Staub saugen to vacuum (VP)schaden to damage, hurtschaffen S to createschaffen to do, make, accomplishschalten to switch, shift (gears)schtzen to value, estimateschauen to see, lookscheiden S to separate, divides. scheiden lassen S to divorcescheinen S to shine, seemscherzen to joke, kidschicken to sendschieben S to push, shoveschieen S to shootschlachten to slaughter, butcherschlafen C / S to sleepschlagen S to hit, beatschleichen S to sneak, creepschleifen S to grind, polishschlieen to close; concludeschmecken to tasteschmeien S to throw, tossschmelzen S to meltschmerzen to hurt, smartschmieren to grease; bribeschneiden S to cut, sliceschneien to snowschreiben S to writeschreien S to scream, yellschreiten S to step, strideschweben to soar, hover, floatschweigen S to be silentschwimmen S to swimschwitzen to sweatschwren to swearsegnen to blesssehen C / S to seesein S to besenden to send, broadcasts. setzen to sit d ownseufzen to sighsieden to boil, simmersiegen to conquer, triumphsingen S to singsinken S to sinksitzen S to sitsollen M should, ought to, supposed tospalten to split, dividesparen to savespazieren to stroll, walkspielen to playspinnen to spin; be nutssprechen S to speak, talkspringen S to jumpspritzen to spray, squirtsprhen to spray; sparklespucken to spitsplen to rinse, flushspren to feel, detectstatt|finden S to take place, happenStaub saugen to vacuum (VP)staunen to be amazedstechen C / S to stab, sting, prickstecken to set, be locatedstehen to standstehlen to stealsteigen to climb, risestinken to stinksthnen to groan, moanstopfen to stuff, cramstren to disturb, upsetstoen to push, bumpstrahlen to beam, radiatestreben to strivestrecken to stretch, extendstreichen to strike, cancel; paintstreiten to quarrel, arguestricken to knitstudieren to study (univ)strzen to plunge, fall, crashsuchen to look for, seekTtanken to get gas/petrol, refueltanzen to dancetaugen to be of use/valuet oben to storm, ravetten to killtragen C/S to wear, carrytrauen to trust, believe in; marrytrumen to dreamtreffen C / S to meet, hittreiben S to drive, propeltreten C / S to step, walktrinken S to drinktrocknen to drytropfen to drip, droptun S to do, make, put Uben to exercise, practiceberraschen to surpriseberwinden S to overcomeumstellen to change over, shiftunterbrechen S to interrupts. unterhalten S to converse, entertain oneselfVverachten to despiseverderben S to ruin, spoilverdienen to earn, deservevereinigen to uniteverfhren to seducevergessen S to forgetvergewaltigen to rapes. verhalten S to behave, actverhandeln to negotiateverkaufen to sellverkehren to trade, traffic; frequentverklagen to complain, sueverkommen S to decay, go bads. verlieben to fall in loveverlieren S to losevermehren to increasevernichten to annihilate, exterminateverraten S to betrayversagen to failverschlafen C / S to oversleepverstehen S to understandversuchen to attempt, tryvertreten to represent, stand in forverwalten to administer, manageverwechseln to confuse, mix upverweigern to refuseverweilen to linger, while awayverzeihen S to pardon, forgivevor|kommen S to occur, happenvor|stellen to introduce, presents. vor|stellen to imagineWwachen to be awake; kee p watchwachsen C / S to growwagen to darewhlen to choose, votewhren to last, hold outwlzen to rollwandern to hike, wanderwaschen C / S to washwechseln to change, exchangewecken to wake, rousewehren to restrain; prevents. wehren to defend oneselfweichen to yieldweihen to consecrate, devoteweinen to cry, weepwenden to turnwerben to recruit, court, woo, advertisewerden S to becomewerfen C / S to throwwetzen to sharpen, grindwidmen to dedicate, devotewiederholen to repeatwiegen S to weighwissen S to knowwohnen to reside, livewollen M to want (to)wnschen to wish, desirewrzen to season, spiceZzahlen to payzhlen to countzhmen to tamezapfen to tap (beer)zaubern to do magic, enchantzeichnen to draw, signzeigen to show, indicatezelten to campzerschlagen C/S to shatter, smashzerstren to destroyziehen S to pull, drawzielen to aim, targetzitieren to cite, quotezittern to shake, tremblezgern to hesitatezchten to breed, culivateznden to ignitezurck|nehmen C/S to take backzwingen S to force, compel