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1.

There has been a lot of research by psychologists and psychiatrists into the causes and treatment of phobias. However, the role of disgust within phobias has received little attention. Disgust could interact with the fear a phobic stimulus produces to increase avoidance behaviour of that stimulus.   The participant was a 9-year-old Hispanic-American boy. He was part of the Child Anxiety and Phobia Program at Florida International University. The boy and his mother gave informed consent to participate in the assessment and treatment procedures of the programme.

RESULTS
The phobia began when the boy was 5 years old. In an art class he ran out of buttons to paste onto a posterboard he was creating. He went to the front of the class to get more buttons from a large bowl on the teacher's desk. His hand slipped and all of the buttons in the bowl fell on him. He said this was very distressing and since then he has avoided buttons. Initially, this avoidance did not present any real dificulties in everyday life but as time progressed it became aproblem. Aspects of life such as having difficulty dressing himself, being preoccupied with button
thoughts at school affecting his concentration and not touching his school uniform became more frequent.                 The child was treated with an exposure-based treatment programme that tackled cognitions and behaviour. The treatment used was based on the mother providing
positive reinforcement if the boy successfully completed a gradual exposure to buttons. The treatment sessions lasted about 30 minutes with the boy alone and 20 minutes with the boy and the mother. Before the first session the boy devised a disgust and fear hierarchy using a distress rating from 0-8 via a “feelings
thermometer" The ratings were 2 (large denim-jean buttons), 3 (small denim-jean and clip-on denimjean buttons),4 (large plastic buttons- coloured and clear)5(hugging his mother when she wears large plastio buttons and medium, coloured plastic buttons),6(medium,clear plastic buttons), 7 (hugging his mother when she wears regular medium plastic buttons), 8(small plastic buttons - coloured and clear). He was to have four sessions of behavioural exposure to the buttons using this hierarchy.

After the behavioural exposure it was planned to have seven sessions looking into the boy's disgust imagery and cognitions with a view to help him to change these over time. The sessions involved him exploring what he found disgusting about buttons alongside the researchers using self-control and cognitive strategies with him to change these thoughts.
Increase in number of 13-16 years old girls between 2011-2014 disclosing mental health condition in UK. Social media use may result in less face-to-face communication, overdependency on being “liked” for social validation, and pressure to keep up with discussions 24 hours a day, leading to poor sleep.

2’

how does social media affect student's mental illness ?
Strong point: The research covers specific age group in UK.
Testing years has listed in detail.
Weak point: The research only covers the gender of girls.
Research targets only cover student, its didn’t cover a wide range of UK people.
The testing year isn’t recent enough while the result may change rapidly.

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Good example: Are primary school students aged from 6 to 10 years old more likely to get sick in winter than middle school students aged from 11 to 15 years old?

Bad example: Are primary school students more likely to get sick than middle school students?

Question 2:

Good example: Is the psychological pressure of high school students aged from 16 to 19 years old bigger than that of middle school students aged from 11 to 15 years old when they face an important exam?

Bad example: Is the psychological pressure of high school students bigger than that of middle school students?

Explanation: The bad one is weak because it doesn’t have details and it’s too broad, the good one is strong because it is more narrowed and specified on particular numbers and statements.

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Bad one: How does stress affect our daily lives?

Reason: The topic is not specific enough.

good one:How does stress affect daily lives of teenagers aged from 12 to 16?

1.Advantage

(1)appropriate amounts of stress could help teenagers study more efficiently and increase our motivation.

(2)stress hormones could power teenagers' brain.

(3)stress helps teenagers avoid lying around or being passive during study.

2.Disadvantage

(1)Excessive stress may lead to overly high expectations, and a reluctance to act.

(2)Excessive stress may cause sub-health such as insomnia, dizziness and depressions.

(3)Excessive stress may make teenagers too busy and have no time to relax.

Summary

Appropriate stress could help teenagers' mental health and study efficiency, but excessive stress may cause sub-health and mental issues, even lose the life-study balance.

For the above reasons, we get to the conclusion that teenagers have to control our stress in the safe zone in order to use stress as their assistant.

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Hazzaa, Maryam, Salma, Shahad, Eman’s second take on Activity 2!

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Hazzaa, Maryam, Salma, Shahad, Eman’s second take on Activity 2!

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Bad
Effecting of smoking on newborns
- vague
- not measurable

Good
Investigating the correlation between daily smoking pregnant women between the age of 30-35 and the low birth weight in their newborn.
- specific
- measurable
- consists of both
variable (dependent, independent)
- important
- feasible
- well defined

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Hazzaa, Maryam, Salma, Eman, Shahad’s take on Activity 2!

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Hazzaa, Maryam, Salma, Eman, Shahad’s take on Activity 2!

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1.Before starting to write, it is crucial to comprehend the logic of the research process since writing needs structure and a logical flow of ideas. Simply said, you must situate your work within a bigger perspective; you must first seek to perceive the forest before the trees. In this quick introduction lesson, we'll go through the key processes in the research process, which are visualized as a circle of steps that are all interconnected. The circle best captures the cyclical aspect of the process; after the process is over, the researcher may start over by improving or expanding on the original technique, or even by inventing an entirely new method for tackling the issue at hand.
2.It means before we start the research, we should have a general framework.A framework is a particular set of ideals which you use in order to deal with problems or to decide what to do.   3.Researchers will first determine the main direction of research. Then the topic needs to be reduced in detail to clarify the specific research objectives. Next, they need to determine the independent variables, dependent variables and control variables of this study; Make the research more concrete and direct. 4.It will more easy to organise. Also, You can find more details when you doing the research and it will makes your research more validity. Let the control varriables direct influnce the independent variable. Also, the researchers can repeat the research easier. So, they will got more results to support their research

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Question 1
1. The research process
Identify a problem: find research problem, narrow it down <specific, feasible, unambiguous, well-defined, measurable
2. Review the literature, do some research
3. Finalize and determine research question
4. Develop research methods <research question, purpose statements, hypothesis>
5. Collect and analyze data <controlled variables, dependent variable, {independent variable}
6.  Document work.
7. Communicate research, it leads to discussions, therefore, development in the pursuit of knowledge.
8. Refine and expand.

Question 2
The idiom stated means: can’t see the bigger picture if a person is too focused on the smaller details. It is important to take in consideration the bigger picture as it can help set better goals and further understand the issue and it’s implications.

Question 3
Reading existing research theory and discussions on your issue will help you locate a gap on what is currently known about it if you are conducting theoretical research. You could search for a situation of event that has not been thoroughly investigated, a discrepancy between two or more viewpoints.

Question 4
As it is an ongoing process, a cycle.  the content must always be updated and altered.

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1.
(1)find problems

(2)read articles

(3)decide the aim

(4)develop research methods

(5)collect and analyse data

(6)record the work

(7)talk about the research with others

(8)concentrate and give a innovative conclusion

2.It means we should have a great vision and look at the global at first, don't just be addicted to details.

3.From our interests and the problems that exist in our daily lives.

4. Because after we solve one problem, we will find new problems and need to research it in the process, so it's in a circle.

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1.
1)Choose a research problem
2)Review some academic writings
3)Determine a research question
4)Create research strategies
5)Gather and analyze data
6)Record the work
7)Communicate the research
8)Improve and develop

2.
It means that before trying to write sth, it is vital to comprehend the concept behind the research process. Researcher need to set writing in a larger background.

3.
The researcher identify a research problem by first selecting a general topic that’s interesting to you and to the interests and specialties of your research advisor. Once identified, you’ll need to narrow it.

4.
The circle best depicts the recursive nature of the process; once the process has been completed, the researcher may begin again by refining or expanding on the initial approach, or even pioneering a completely new approach to solving the problem.

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Hazzaa, Salma, Maryam, Shahad, & Eman’s take on Activity 1!!

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Hazzaa, Salma, Maryam, Shahad, & Eman’s take on Activity 1!!