Panic Disorder Definition and Symptom Examples

Panic Disorder Definition and Symptom Examples Panic Disorder Print Symptoms, Impact, and Treatment of Panic Disorder Some of the symptoms, statistics, and treatments related to panic disorder By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Medically reviewed by Medically reviewed by Steven Gans, MD on May 22, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on October 18, 2019 Jamie Grill/Getty Images More in Panic Disorder Symptoms Diagnosis Treatment Coping Related Conditions Fear and anxiety can be normal reactions to specific situations and stressful events. Panic disorder differs from this normal fear and anxiety because it is often extreme, and may seem to strike out of the blue. What exactly is panic disorder? According to  Diagnostic and Statistical Manual of Mental Disorders (DSM-5), panic disorder is a type of anxiety disorder that is characterized by extreme and frequent panic attacks. A person with panic disorder may experience symptoms such as severe feelings of terror, rapid breathing,  and rapid heart rate. People with panic disorder may experience these attacks unexpectedly and for no apparent reason, but they can also be preceded by some sort of triggering event or situation. Symptoms of Panic Disorder Many people suffering from panic disorder describe feeling as if they are having a heart attack or on the verge of dying, and experience the following symptoms:Feelings of extreme terror that occur suddenly without warningPounding heartSweatingTremblingNumbness in the hands and feetDizzinessWeaknessChest painRapid breathing How to Tell If Panicky Symptoms Are a Sign of Disorder The Impact of Panic Disorder The National Institute of Mental Health (NIMH) reports that approximately 2.7% of the adult U.S. population experiences panic disorder each year. Approximately 44.8% of these individuals experience cases of panic disorder that are classified as severe. According to the Anxiety and Depression Association of American, nearly six million American adults experience the symptoms of panic disorder during any given year. While panic disorder can strike at any point in life, it most often begins during late adolescence or early adulthood and affects twice and many women as it does men. Panic disorder can lead to serious disruptions in daily functioning and make it difficult to cope with normal, everyday situations that may trigger feelings of intense panic and anxiety. In some cases, people with panic disorder may even begin avoiding certain situations, places, or people in order to minimize the chances of experiencing panic attacks. For example, an individual who has experienced a panic episode in a crowded shopping center may begin avoiding similar situations in order to prevent triggering panic symptoms. Because panic disorder often leads to individuals avoiding certain situations or objects, it can also lead to  phobias. For example, a person suffering from panic disorder might stop leaving home in order to prevent having an attack or losing control in public. In time, this person might develop agoraphobia, a marked fear of being in a variety of situations outside of the home in which escape might be difficult or help might not be available if debilitating symptoms develop. While previous versions of the DSM categorized panic disorder and occurring with or without agoraphobia, the newest edition of the diagnostic manual lists the two as distinct and separate disorders. Does Avoidance Lead to Agoraphobia? Panic Disorder Treatment Panic disorder, like other anxiety disorders, is often treated with psychotherapy, medication (antidepressants or anti-anxiety drugs), or a combination of both. Cognitive behavioral therapy is one treatment approach that can help people with panic disorder learn new ways of thinking and reacting to anxiety-provoking situations. As part of the CBT process, therapists help clients identify and challenge negative or unhelpful patterns of thinking and replace these thoughts with more realistic and helpful ways of thinking. Exposure therapy is another approach that is often used in the treatment of anxiety disorders including panic disorder. This technique involves progressive exposure to the objects and situations that trigger a fear response. People experiencing panic disorder symptoms are exposed to fear-triggering situations in conjunction with learning and practicing new relaxation strategies. Top Treatments for Panic Disorder

Art 1001 Final Art Exibition Project - 1224 Words

Week six Final Project Suzan Cofer: Draw Near Exhibition Art 1001 Section 12 November 21, 2012 Week six Final Project Suzan Cofer: Draw Near Exhibition The art exhibition of Suzan Cofer: Dear Near was very intoxicating and refreshing. The exhibition was well organized; the paintings were arranged in a meticulous order that evokes interest in each piece as you move from one painting to the other. The works of art were of an abstract nature mostly depicting the essence of microscopic life that exists in nature and what seems like the representation of the developmental stages of sprouting life form. In some of her painting you could see the obvious depiction of nature†¦show more content†¦One example is Jason Pollack Autumn Rhythm, Figure 3-3. (Jacobus amp; Martin, 2012, p. 57). As an event planner of an art exhibition in my community, my focus would be to develop ways in which the community can participate in the exhibit and how the exhibition can benefit the community as a whole. Art exhibition attracts the members of the community to come together in an appreciation and awareness that fosters unity in the community. Experiencing art at the local community helps to reveal the character and identity of the neighborhood. It enriches the lives of the people as they come together and shares a public space, the interaction of shared thoughts how they feel about the art promotes positive bonding between family members, children and even strangers (Art in Public Places, n.d.). The facility used for local exhibitions also adds to the environmental appeal of a community. It creates and promotes an educational environment for the neighborhood. The architecture of the building adds to the asset of the community and establishes a sense of pride in the community. Mone tary benefits can be gained from having a local art exhibition which often times aids the local charities, school, churches and hospitals in the community; art work are also donated to these facilities. The artwork displayed in the local exhibits can also broadcast the works of upcoming artist who need an avenue to showcase their work.

Chinese Children Showed Improvements On Cognitive And...

Summary: Chinese children showed improvements on cognitive and language skills after being adopted. However, even though Chinese children were the leading internationally adopted group in many countries, â€Å"less is known about their attachment and socio-emotional outcomes† (Cohen Farnia, 2011, p.67). In addition, Cohen and Farnia believed that studies on Chinese adoptees were not measuring these children’s growth efficiently. Hence, Cohen and Farnia see the needs of studying Chinese adoptees’ attachment and socio-emotional adjustments. The scholars started their research by testing differences between adopted and nonadopted children from three aspects: the path of socio-emotional â€Å"(i.e., internalizing (I) and externalizing (E))† (p. 68) and attachment behaviors; mothers’ evaluations on â€Å"children’s I, E, and attachment behaviors† (p.69); and if the â€Å"longitudinal predictors (mental development and language competence) † (p. 69) were able to predict children’s â€Å"I, E, and attachment behaviors† (p.69). The researchers sampled 70 adopted Chinese girls and 43 Canadian girls, with the average of first assessment happened at their 13th months. In addition, compared to those nonadoptive parents, the majority of the adoptive mothers were single parents and were greatly older. The first step that the researchers took was conducting interviews with adopted mothers upon their returning to Canada in two weeks. 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Disadvantages of Implementing IT Projects (ERP, CRM and KM) Free Essays

In recent years, there has been an increase in the use of technology in conducting corporate functions such as human resources, knowledge management and customer management. Identify any 3 of such systems (KM, CRM e.t. We will write a custom essay sample on Disadvantages of Implementing IT Projects (ERP, CRM and KM) or any similar topic only for you Order Now c) and critically analyze the DISADVANTAGES of each of these systems against traditional archaic methods. Abstract The use of IT to perform corporate functions such asEnterpriseresource planning (ERP) systems has emerged as a dominant corporate strategic initiative. Typical benefits include gains in coordination, communication, and organizational efficiency (Rao, 2000; Stevens, 2003). Despite this promise, significant problems are associated with the use of IT for these functions. In this paper, key problems of using technology to conduct corporate functions are analyzed and contrasted with the more traditional ways. Introduction Corporations spend a significant amount of their budgets on IT. Indicatively, over the past decade, IT investments have grown to be the largest category of capital expenditures in United States–based businesses (Trimi,S. et al, 2005). A high percentage of the capital spent on IT is used to conduct corporate functions such as resource planning, customer relationship and management as well as the planning of business processes. However, there are important disadvantages associated with using IT to perform such functions when compared to more traditional methods (Bingi, P. et al, 2001; Kellen, V., 2003). Disadvantages of using IT for key corporate functions a. Disadvantages of using IT for Enterprise Resource Planning (ERP) Enterprise Resource Planning (ERP) is not a new concept to organizations. The functions performed by ERP systems are essentially the same basic business functions that organizations have performed for decades. The greatest disadvantage of an ERP system, even if installed to vendor preferences, is the staggering cost of implementation (Slater,D., 1998). Implementation costs include software, hardware, installation consultant fees, and in-house staff for installation. However, these are not the only costs. There are also costs for staff to operate the system (to include help assistance to users) and the very large cost component of user training. Even when ERP systems are developed to functioning status, there are risks of vendors pulling support on old versions of their software in favour on their latest (and more expensive) versions. Many companies are then forced to upgrade to the newer versions as maintaining the older versions is often too costly (Trimi,S. et al, 2005). Another significant problem which ERP systems have is their lack of flexibility. In particular the inability to easily modify their ERP systems is disrupting businesses by delaying product launches, slowing decision making and delaying acquisitions and other activities. These problems ultimately cost them between $10 million and $500 million in lost opportunities (All,A., 2009). When humans are involved instead of code such problems do not exist. b. Disadvantages of using IT for Customer Relationship Management (CRM) CRM is used to manage a company’s interactions with clients. CRM software is used by enterprises that aim to reduce their operational expenditures. Like ERP systems, CRM software is also expensive. A key problem of CRM software based systems is that they are impersonal and do not account for human psychology (Schultz,R., 2002). This has led to customers being more frustrated and less understood by the company. Such problems would have completely been avoided with traditional/archaic CRM systems where a conscious decision was made by a human for each different customer circumstance. Therefore, CRM systems dehumanize a process that should be personal. A system that can be configured to a sales person’s requirements is necessary. This is something that cannot always be achieved with software. c. Disadvantages of using IT to automate business processes As with CRM and ERP systems there are a number of disadvantages associated with using IT to automate business processes. However, it is difficult to find the right software tool to automate them. This is because it can be almost impossible for software to capture the business process correctly (Trimi,S. et al, 2005). The business process is rather complex especially in a big and old organisation (Trimi,S. et al, 2005). This suggests that only a certain proportion of the cases can be automated. Also, the automation process may fail especially when a maintenance issue is involved. Unlike software, humans are able to adapt well to fluctuations in the process flow. Despite these significant disadvantages, corporations are not willing to return to traditional methods. At the moment, a lot of businesses feel constrained in that they have to adapt their business to the software rather than vice versa. In the future, different kinds of platform that are going to be a combination of buying a package and building onto it are expected (Goulart,K, 2012) . Thus, it is believed that attempts to solve current problems will happen via technical means. Conclusion The use of IT in business processes is becoming more common. However, there are a number of key disadvantages associated with using IT for key corporate functions. This is because the human factor is eliminated which makes things less flexible and more frustrating. Unfortunately, it is expected that these problems will be addressed in a technical way. References 1.Ranganathan,J., Brown,P. (2001) ‘ERP Investments and the Market Value of Firms’, Information Systems Research, vol.17, no.2, pp. 145–161. 2.Trimi,S., Lee,S. Olson, D. (2005) ‘Alternative means to implement ERP Internal and ASP’,Industrial Management Data Systems, vol. 105, no.2, pp.184 – 192. 3.Bingi, P. et al (2001). Critical issues affecting an ERP implementation. In: Myerson, J.M. (ed.) Enterprise Systems Integration, 2nd ed. Boca Raton, Florida: Auerbach, pp. 425-438. 4.Slater, D. (1998). ERP projects cost more than their measurable payback, study says. CIO Enterprise, pp. 26-28. 5.All,A. (2009). ERP systems’ lack of flexibility a costly problem [WWW] IT Business Edge Available from: http://www.itbusinessedge.com/cm/community/features/interviews/blog/idc-erp-systems-lack-of-flexibility-a-costly-problem/?cs=38464# [Accessed 18/03/12). 6.Schulz,R.(2002). CRM Revisited. [WWW] Direct Marketing Available from: http://chiefmarketer.com/direct-marketing/crm-revisited [Accessed 18/03/12). [/level-freee-rstricted] 7 Goulart,K. (2012). ERP’s future value depends on flexibility in the face of tech trends [WWW] Techtarget Available from:http://searchcio.techtarget.com/news/2240118705/ERPs-future-value-depends-on-flexibility-in-the-face-of-tech-trends [Accessed 19/03/12). How to cite Disadvantages of Implementing IT Projects (ERP, CRM and KM), Essay examples

Pouliuli Essays - Bacteria, Organelles, Pilus, Pili, King, SaGa

Pouliuli In Pouliuli, a novel written by Albert Wendt, Faleasa Osovae awakens to find the life he's been living all along is a mere fa?ade. Pouliuli invites readers into the Samoan community of Malaelua, which is turned topsy-turvy when Faleasa misleads his aiga and community by acting maniacal. Albert Wendt ties a famous Malaelua saga about a mythological hero named Pili to Faleasa Osovae's life. In the myth as well as in Faleasa's story, they both had the same goal, which was to live the rest of their life ?free?. To accomplish this goal, they both had to accomplish three tasks. Pilis' tasks were to eat a mountain of fish which the giant's had caught that day, to race the giants down a river, and make himself disappear. Faleasas' tasks were to destroy Filemoni, Make Moaula the new leader, and remove Sau and Vaelupa as council leader. Of course they couldn't have done these tasks alone so both of them enlisted help from friends. Pili enlisted the help of Tausamitele, Lelemalosi, and Pouliuli . Faleasa enlisted the help of his long time friend Laaumatua and his son Moaula. Finally to get the freedom they so wished for they had to complete one last task. In Pili's case it was to divide his kingdom among his children while Faleasa had to remove Malaga as congress of the village. In the end, they both end up with nothing. Both ending up in the darkness of Pouliuli. In both scenarios there is a mirror image from Pili's saga to Faleasa's. In what way are the characteristics of the three allies Pili enlist to help him with his tasks similar to those of Faleasas' allies? How are the tasks in Pili's saga similar to Faleasa's tasks? Why did Faleasa actually go with his plan when he knew that the end result in Pili's story was tragic? We first recognize the similarities between the mythological saga of Pili to Faleasa's life as we are informed of the myth. In Pili's saga as well as in Faleasa's story they create a plan that would attain the freedom they are seeking. Pili wants to be restored into a human while Faleasa wants to live the remaining years of his life free from the duties he had as a leader. If you set me three tasks and I perform them successfully will you lift the curse off me (96) In Pili's myth, Pili goes up to the Ninth Heaven to ask for his father, Tagaloaalagi, to restore him into a human. Tagaloaalagi sets three tasks for Pili to do. Pili does all the tasks with the help of Tausamitel and Lelemalosi and gets his wish to be restored human. Faleasa had just described to his lifelong friend his plan and his transformation from what he called ?cannibal meat' into a ?free angel'.? (16) Pili's saga is similar to the story of Faleasa. Faleasa has created a plan that would relieve him of the duties as a leader. Both scenarios have three tasks to complete with the help from friends. Also as each tasks is completed the next one gets more challenging. Pili and Faleasa also has to watch out that no one finds out that they are being helped with friends. As each tasks is completed the next task gets much tougher. Pili and Faleasa realize that they can't complete these tasks alone so they enlist people that are friends and close to them. I have other allies, Pili replied. Because he had been forbidden to associate with people he had befriended three spirits who lived near his home. They were Tausamitele-Insatiable Appetite, Lelemalosi-Strong Flight, and Pouliuli-Darkeness. It was with these friends that he devised his plans. (95) The allies that Pili enlisted have characteristics that are similar to the allies that Faleasa has enlisted. Lemigao was always hungry, or so it seemed to Osovae. Everywhere they went Lemigao searched for food before he did anything else?He never refused any offer of food even if he had just eaten a large meal?(21) Laaumatua is a mirror image of Tausamitele. Laaumatua and Tausamitele both have unfulfilled appetite. They are continuously hungry and will always be willing to eat even though they've just eaten. They also

Compare, contrast and evaluate two theories of the distribution of power in modern states. The WritePass Journal

Compare, contrast and evaluate two theories of the distribution of power in modern states. Abstract Compare, contrast and evaluate two theories of the distribution of power in modern states. AbstractIntroduction Ideology in theory and practice.Power DistributionConclusionBibliographyRelated Abstract Power distribution in modern states can come in many forms, from democracies designed to satisfy the entire population to dictatorships where civilians are repressed. The ideologies and theories behind methods of distribution are numerous and vary significantly. This essay will compare the theory of socialist communism to the more totalitarian regime of fascism. Introduction There are many theories relating to power distribution among sovereign states. For the purpose of this investigation we will define a ‘sovereign state’ as a contained geographical area which has a legal supremacy and regarding the governance of its own power. This definition closely matches that given by D.D. Raphael in his work Problems of Political Philosophy (1970) in which he discusses the role of power within a state. Raphael argues that power is the right to act, meaning that distribution of power is shifted depending on what rights are given, or withheld, from the citizens of a state. Although there are several theories of methods used to distribute power this essay will concentrate on only two: the communist theory and theory of fascism. In the past century communism has been particularly prevalent in modern states. Karl Marx, arguably the father of communist theory, defined communism as the â€Å"Abolition of private property† in his Manifesto of the Communist Party (1848), although many other definitions have existed over the years (Heywood, 1992). In cases when communism has been used in practice rather than theory, such as in the Soviet Union, Cuba and China, it appears to be a democracy with a disregard for social class, where power is ideologically shared equally under a centralised administration. Fascism, in theory, is almost the complete opposite of this. It first became prevalent under the rule of Mussolini in Italy, when it was taken to describe the practice of using paramilitary armed squads in order to establish and maintain a rigorous method of control of the population (Heywood, 1992). Fascism refers to the repression of civilians and their rights, centralising power under one particular politic al party, or even one particular person. Fascism is often associated with a dictatorship, such as General Francisco Franco who ruled in Spain from 1939 to 1975 after the Spanish Civil War. It is one of the most modern theories of power distribution to emerge, having only developed as a theory within the twentieth century In order to successfully compare these two methods of power distribution we must highlight common linear factors which will appear in both ideologies. This essay will examine where power is distributed, the origins of the theory, the implementation of such governments, the ideologies behind such regimes and the effects on the rights of state citizens. Ideology in theory and practice. Communism is arguably a visionary ideology. It is an extreme branch of socialism, where equality prevails over individual collectivism and the economic materialistic qualities of capitalism. Socialism is not necessarily defined by state ownership, but by a centralised management of state production and commodity distribution (Held, 1987). The communist theories developed by Marx took this principle and expanded it, concluding that a democratic government would be unable to administer such a system because of the inherent class divisions in society. Communism essentially strips away class values, by valuing personal labour above profit and commodities (McLennan, 1989). This theory is aiming for towards a total equality between individuals in which no one profits at the expense of others, reducing the suffering of the people. The ideology behind fascism contrasts significantly to that of communism. Whereas communism strives to look after the welfare of individuals within the state, fascism historically tends to view the state as one whole. Individuality and personal rights are regarded as commodities which must be sacrificed in order to benefit the larger community (Finer, 1970). This is essentially a branch of totalitarianism, where the happiness of the greater number of people is given precedent over individual happiness. Hitler’s Third Reich was designed to promote the German volksgemeinschaft, or ‘people’s community’, but the individual rights of the citizens were largely ignored. Individuals were seen to be temporary, whereas the community would live on through generations. The difference between these theories of governance is substantial. Communism seeks to implement a system where individuality is promoted and happiness is maintained through forced equality. Fascism cares little for the rights of individuals in order to develop the community as a whole. The different level of care is also reflected in how these methods of power distribution are implemented. The way in which a civilisation comes to accept a certain method of state control and power distribution can say a lot about each theory. Most democratic states rely on elections and natural evolutions of government, whereas dictatorships tend to be forced on unsuspecting civilians. Due to its nature as a people-friendly ideology, communism has often been the result of a revolution. People in political power within a democracy are usually unwilling to implement a socialist society as it reduces their own power and wealth, so an uprising of the people and a seizure of power is the most likely way for a communist party to gain control. In the case of the Bolshevik revolution in the Soviet Union in 1917 an uprising against the Tsar was timed to coincide with the development of the political party, and once power was seized opposition was easily eliminated. Alternatively, fascist governments are often voted into power under false pretences. As in most dictatorships or one-party states the party in question originally appealed to the people and won their confidence, before removing their rights in favour of their own brand of autocracy (Bobbio, 1989). Power Distribution Power distribution takes into account how political representation and personal rights are implemented. As power rests with those who have the ability to influence change within the state then it is possible for power to be in the hands of the people, even in a state where administration is centralised. However, when power itself is centralised then only those in political power have any authority over making changes within policy. Communism may be a centralised democracy, but the intention behind it is that all citizens have an equal share of power. Irrespective of class, people have equal rights and shares of the profits and commodities within the community. The existence of the right to vote, the right to run for public office, the right of free speech and other such civil liberties shows that the people are given the change to determine and change the fate of the state. Fascism, on the other hand, withdraws power from the individual and focuses it in a concentrated area. Opposition is discouraged if not abolished, and the individual people are highly repressed. One supreme political party will administer power as they see fit without democracy or any challenge from alternate thinkers. Communism and fascism in theory take opposing methods of power distribution in order to achieve their objectives. Conclusion In conclusion, the theories of communism and fascism are two extremely different methods of distributing power within modern states. Communism centralises control but spreads power throughout the full state, allowing all citizens to have access to the same rights and privileges. Fascism completely centralises power, removing individual freedom in order to benefit the state as a whole. Both theories have been put into practice in recent years and have even been successful for a time under rigorous implementation, yet both often fail in favour of the more democratic methods of power distribution. Bibliography Birch, A. H. (2007) The Concepts and Theories of Modern Democracy, Third edition Routledge. Bobbio, N. (1989) Democracy and Dictatorship, Polity. Finer, S E. (1983) Comparative Government, Penguin. Held, D. (2006) Models of Democracy 3rd Edition. Polity. Heywood, A. (1992) Political Ideologies: An Introduction, Macmillan. Jessop, B. (1990) State Theory: Putting Capitalist States in their Place, Polity. McLennan, G. (1989) Marxism, Pluralism and Beyond, Polity. Raphael, D.D. (1976) Problems in Political Philosophy, Macmillan.

The Best AP World History Notes to Study With

The Best AP World History Notes to Study With SAT / ACT Prep Online Guides and Tips AP World History is a fascinating survey of the evolution of human civilization from the beginning of recorded history to the present. Because it spans thousands of years and covers the rise and fall of countless empires and nations across the globe, it might seem like an overwhelming amount of information to remember for one test. This article will help you organize your studying more easily by providing links to online AP World History notes and advice on how to use those notesto structure and execute a successful study plan. How to Use These AP World History Notes The notes in this article will help you review all the information you need to know for the AP World History exam.If you’re missing any notes from class or are just looking for a more organized run-through of the curriculum, you can use them as a reference. During your first semester of AP World History, study the content in the notes that your class has already covered.I’d recommend conducting a holistic review of everything you’ve learned so far about once a month so that you don’t start to forget information from the beginning of the course. In the second semester, after you’ve made it through most of the course, you should use these notes in conjunction with practice tests. Taking (realistically timed) practice tests will help to verify that you’ve absorbed the information.After eachtest, assess your mistakes, and take note of where you came up short.Then, focus your studying on the notes that are most relevant to your weak content areas.Once you feel more confident, take and score another practice test to see if you’ve improved on your last score. You can repeat this process until you’re satisfied with your scores! Background: AP World History Themes The content for AP World History is divided into five themes that can be traced through six different historical eras.The five themes that will show up throughout the course and exam include: Theme 1: Interaction Between Humans and the Environment Theme 2: Development and Interaction of Cultures Theme 3: State-Building, Expansion, and Conflict Theme 4: Creation, Expansion, and Interaction of Economic Systems Theme 5: Development and Transformation of Social Structures You should examine all content through the lens of these themes. AP World History is mostly about identifying large trends that occur over long periods of time.In the next section, I’ll go through the six historical eras designated by the curriculum, each accompanied with links to online notes. Much like these gentlemen, AP World History is very trendy. Except AP World History would never wear that godawful scarf. AP World History Notes These notes are organized by the six major historical periods laid out in the curriculum.Most of the notes are derived from CourseNotes, which has detailed outlines that go over every chapter from the fourth edition of the textbook World Civilizations: The Global Experience. The only notes that don’t come from CourseNotes are the chapter notes for Period 1. I took them from theAPstudynotessite because it contains more detailed information on early human history.They come from a different textbook called Traditions and Encounters: A Global Perspective on the Past, 3rd Edition.I’ve also included links to notes that cover broader thematic concepts within each period, which I’ve labeled as â€Å"overall notes" at the beginning of each of these sections. The biggest issue with all of these notes is that it can be hard to pick out key concepts. There are no bolded terms or summaries at the ends of the outlines. If you need a more engaging format to hold your attention, I'd recommend buying a review book instead or printing out the notes so you can highlight important points. Period 1: Technological and Environmental Transformations (Up to 600 BCE) Overall Notes for Periods 1 and 2 Textbook Chapter Notes: PreHistory Early Southwest Asian Societies and Indo-European Migrations Early African Societies and Bantu Migrations Early South Asian Societies Early East Asian Societies Early Societies in the Americas and Oceania Period 2: Organization and Reorganization of Human Societies (600 BCE - 600 CE) Textbook Chapter Notes: Classical Civilization in the Mediterranean (Greece and Rome) Classical Civilization in China Classical Civilization in India Development and Decline in the Classical Period (Pre-500 CE) Period 3: Regional and Transregional Interactions (600 CE - 1450) Overall Notes for Period 3 Textbook Chapter Notes: The Rise and Spread of Islam Abbasid Decline and Spread of Islamic Civilization to South and Southeast Asia African Civilizations and Islamic Influence Civilization in Eastern Europe: Byzantium and Orthodox Europe A New Civilization Emerges in Western Europe American Civilizations Pre-European Contact Chinese Reunification and Renaissance Spread of Chinese Civilization in Japan, Korea, and Vietnam Mongolian Civilization and the Last Nomadic Challenges The Rise of the West and the Changing World Balance Period 4: Global Interactions (1450 - 1750) Overall Notes for Period 4 Textbook Chapter Notes: Growth of the World Economy Transformation of Europe The Rise of Russia Early Latin America African Civilizations and the Atlantic Slave Trade Muslim Empires Developments in Asia Period 5: Industrialization and Global Integration (1750 - 1900) Overall Notes for Period 5 Textbook Chapter Notes: Emergence of an Industrial Society in the West Industrialization and Imperialism Consolidation of Latin America Civilizations in Crisis: Ottoman Empire, Islamic Heartlands, and Qing China Russia and Japan: Industrialization Outside the West Period 6: Accelerating Global Change and Realignments (1900 - Present) Overall Notes for Period 6 Textbook Chapter Notes World War I and the Crisis of European Global Order Challenges to European Dominance in the 1920s Great Depression and Authoritarian Response World War II and the End of the European Global Order Western Society and Eastern Europe During the Cold War Latin American Upheavals African, Middle Eastern, and Asian Independence Movements and Revolutions Nation-Building in East Asia and the Pacific Rim Globalization at the Turn of the 21st Century You can also check out these helpful mini-outlines on each world region from CourseNotes.They give you the status of each region at different periods in history in the areas of politics, economics, social class/gender, scientific advances, art and culture, empire, and religion.There are outlines for Africa, East Asia, Eastern Europe, Latin America, the Mediterranean, the Middle East, South Asia, the US, and Western Europe. Ah, the earth is such a beautiful and historic place! AP World History Study Tips Here are a few study tips that will help you prepare strategically for the exam. In addition to these tidbits of advice, you can check out this article witha longer list of the best study tips for this class. #1: We All Scream for Historical Themes I’m sure you’ve been screaming with delight throughout your entire reading of this article because the themes are so thrilling.Seriously, though, they’re super important for doing well on the final exam.Knowledge of specific facts about different empires and regions throughout history will be of little use on the AP test if you can’t weave that information together to construct a larger narrative. As you look through notes, think carefully about how everything connects back to the five major themes of the course. For example, if you're reading about the rise and spread of Islam in the 7th century, you should think about how this can be viewed in the context of Development and Interaction of Cultures. How did the spread of Islam impact cultural and political landscapes in the Middle East? What were its long-term effects on the region and why?If you get into this mode of thinking early, you’ll have an easier time writing high-quality essays on the final exam. #2: Practice Outlining Essays (Especially the DBQ) It’s critical to write well-organized, coherent essays on the AP test, but statistics indicate that a large majority of students struggle with this aspect of the exam.In 2015, the average score on the DBQ was just 3 out of 9 points - ouch.That means most students had trouble incorporating all the documents into their argument in a way that flowed logically.I guarantee that you can earn much more than 3 points on the DBQ and other essay questions if you consistently practice writing outlines that follow the directions and stay focused on the main topic. Try to becomea pro at planning out your ideas by the time the exam rolls around. #3: Know Your Chronology You don’t need to memorize a ton of exact dates, but you do need to be aware of the basic order in which major events happened in each region of the world.If someone tells you the name of an empire or dynasty, you should know which centuries it was active and what caused its rise and fall.Pay attention to the overall developments that occurred in world history during each period designated by the course.What types of contact were made between different regions? Where were trading networks established? What were the dominant powers? Multiple-choice and essay questions will ask you to focus on certain time periods and regions, so you should know the gist of what was going on at any given juncture. #4: Don’t Sweat the Small Stuff It’s good to know that a certain (hypothetical) emperor was attempting to unify culturally disparate regions through a shared national identity in the 5th century.It’s not necessary to know the names of every single region in the empire and the exact dates when they were conquered. You're not expected to have aphotographic memory. AP World History is mostlyabout broad themes. You should still includea few specific details in your essays to back up your main points, but that's not nearly as important as showing a deep understanding of the progression of human history on a larger scale. Don't let yourself get to this point. In terms of sweating the small stuff, I mean. You can do crunches while you study if you want. Maybe you can create your own smash hit training program that helps people exercise and study for AP tests at the same time, and you'll be so rich you won't even have to go to college. You're welcome. Conclusion: How to Study With AP World History Notes A well-organized set of notes can help to ground your studying for AP World History. With so much content to cover, it's best to selectively revisit different portions of the course based on where you find the largest gaps in your knowledge. You can decide what you need to study based on which content areas cause you the most trouble on practice tests. Tips to keep in mind while studying the notes for this course include: Tip #1: Connect Facts Back to the Themes Tip #2: Practice Writing Essay Outlines Tip #3: Know the Basic Chronology of Events Tip #4: Don't Worry Too Much About Small Details If you meticulously comb through your mistakes and practice your essay writing skills regularly, you're on the right track to a great AP score! What's Next? What's a document-based question? How do you write a good response? Read this article to learn more about the most challenging question on the AP World History test! If you're taking AP World History during your freshman or sophomore year, check out this article for some advice on which history classes you should take for the rest of your time in high school. How many AP classes should you take over the course of your time in high school? This article will help you figure out how many AP classes you should take based on your goals and the course offerings at your school. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: