The primary distinction between fear and excitement is that fear is typically accompanied by feelings of dread or trepidation, whereas excitement is typically accompanied by good feelings such as happiness or elation. Furthermore, anxiety is frequently triggered by a specific event or situation, but excitement can be caused by anything from a happy life experience to merely anticipating something delightful. When you are afraid, your pulse rate may accelerate, your palms may sweat, and your breathing may become shallow and quick. You may also feel the impulse to flee or hide from the source of your fear. Excitement, on the other hand, is frequently expressed as a surge of energy and expectation. You may feel your heart beating and your palms sweating, but instead of wanting to flee, you want to get started right immediately. The mind and body collaborate to produce feelings. The first feeling is created by the mind, and the body responds with physical changes like as increased heart rate, perspiration, and short breathing. These bodily changes subsequently reinforce the emotional state, resulting in a feedback loop that might exaggerate the emotions. For example, if you are afraid, your mind will produce the sensation of fear. Your body will then react by boosting your heart rate, sweating, and breathing shallowly. These physical changes will then reinforce the dread, resulting in a feedback loop that can exacerbate the emotion. When is it beneficial to be anxious? This science-based graphic novel answers these and other issues, illustrating not just how odd anxiety is, but also how to unravel its riddles and alleviate its effects. In some cases, anxiety can be beneficial since it helps you stay awake and concentrated. For example, if you’re taking a test or giving a presentation, a little worry can help you stay alert and avoid mistakes. However, when anxiety becomes chronic and interferes with your everyday life, it is no longer beneficial and can be devastating. There are numerous forms of anxiety disorders, each with their unique set of symptoms and treatment choices. Anxiety disorders are classified into three types: generalized anxiety disorder, social anxiety disorder, and panic disorder. Seeking professional counseling is the greatest method to explore the complexities of anxiety and alleviate its symptoms. A therapist can assist you in identifying the underlying reasons of your anxiety and developing a treatment plan to address them. Therapists can also teach you coping and relaxation skills to help you deal with anxiety on a daily basis. here what I wrote so far https://www.google.com/books/edition/Anxiety_is_Really_Strange/TUpBDwAAQBAJ?hl=en&gbpv=1&printsec=frontcover its about graphic medicine ebook in anxiety instructions Research Paper 1 and 2 1. Choose a text. Decide on the text (not a topic, a text) that you’re going to analyze for the Research Paper. Not sure where to start? Use a chapter in RMHH for suggestions about the kind of text to pick. Examples of texts: a work of literature a film (fiction or documentary) a tv show (but you need to be familiar with the whole series, not just one or two episodes) a graphic memoir or novel a song or spoken word a piece of visual or performance art a brand’s advertising campaign (for a drug, or for a wellness-related practice or gear) a podcast series a debate about a healthcare issue in social media (ie: look at Trisha Greenalgh’s Tweets about masking over the past couple of years, and study the responses, both supportive and hostile) 2. Apply the questions from the Analysis and Discussion assignments (these are always the questions we start with when analysing any kind of text): What is it? What kind of text? What kind of genre? academic? professional? “pop culture” – and what’s that? journalism? art? formal or informal? Who made it? What kind of person/people? expert or layperson? what qualifies them to write about it? (note: there are different kinds of expertise and experience which authorise/disqualify different kinds of people to speak) Who was it made for? Who’s the audience (it might not be you)? what’s the purpose? how well does the text achieve the purpose for the intended audience? how might it fail to reach, or even alienate, other audiences? What problem(s) does the text address? how does it create connections between issues of illness and wellness, with other dimensions of human experience? (think: biopsychosocial). What does the text suggest or argue about power – who has it or not, how is it used or misused? (think: social (in)justice and (in)equity). Does the text offer solutions? Does it motivate you in some way? According to this text, how is an individual’s or a community’s wellness affected by race, class, sex, gender, culture, place, and/or ideology? What is causing the illness? what medical, social, or political changes need to happen for a return to wellness? How can one text raise (and answer?) all these questions differently or better than health experts? Thinking about information and beliefs about health and wellness: what can you learn about the motives, concerns, needs, and fears of others? How does this text help its audience(s)? How might it harm them? what positive role can the arts and humanities play in the wellness of individuals or communities that more formal/expert texts can’t? what can the experts (you as soon as you graduate) learn from popular culture about how best to communicate with laypeople? 3. Use one or more of the authors in our textbook as a model for style and approach to write an analysis of how your chosen text works to say something about the intersections of the arts/humanities and health. This analysis can be in the form of an essay OR can be a set of responses to the Analysis and Discussion questions in (2). Good writers and researchers learn by following the example of others, and by building on the hard work they’ve already done. Pay attention to the analysis and research that our textbook authors have already done for you – their thinking, their sources, or sources like them, will be helpful as models and resources. And to acknowledge how much they’ve helped you: CITE YOUR SOURCES. 4. Do additional research. Use at least 4 good sources (6 or more will be better). CITE EVERYTHING. Use the Purdue OWL for guidelines on how to avoid plagiarism and how to cite both in-text and in the list of references or works cited. You will lose points if your sources are not formatted and cited correctly. If your paper has a 5% match or more in Turnitin, I won’t accept it. 5. Don’t make claims you can’t back up with a range of evidence. Avoid logical fallacies such as over-generalising, or faulty causal reasoning (correlation is not causation!). 6. Remember that you have the choice of writing a formal, traditional essay OR simply providing thorough answers to the questions in (2) above. Use sources either way! Rubric for research papers: I generally grade things on a 10 point scale and then weight them as necessary in my grading scheme – see the syllabus for assignment weights. Note that it’s possible to be a “9” on the strength of sophisticated and insightful analysis, but have too many errors of grammar, spelling, punctuation, usage, and/or citation for the work to be acceptable at this level. OR your writing might be very technically correct, but your analysis hasn’t moved much beyond summarizing a source or offering an emotional response unsupported by analysis and evidence. Our goal here is to move beyond “what happens” to asking WHY things happen, how, and why they matter. Consider the instructions for any writing assignment to be the basis for how I assess you. Have you understood and followed all available instructions? Have you thought about, and worked through, all the questions I ask in the instructions? (your essays don’t have to explicitly answer every single question, but should reflect that you’ve done that intellectual work as preparation for writing). Criteria that matter a lot, are hard to measure, but which we recognise when we see it, or when we don’t: willingness to learn – including willingness to change how you think and work (for the love of everything, leave high school behind!!); sheer effort; willingness to ask questions and seek help when you need it (Writing Center, peer editing, me). 9-10 – You demonstrate that you have studied, thought about, and analysed your topic and the relevant primary sources. You’ve done necessary research, of a variety of sources, to aid your understanding; you have evaluated your sources thoughtfully to choose the ones that are most authoritative and *relevant* to the project (at least 4; more are better). You explain your claims thoroughly, using specific examples from primary and secondary sources. Your thesis, and the analysis that you develop from it, answers the questions, why? how? how do I know? and so what?? Your writing is clear and grammatically correct. You cite your sources correctly both in-text and in a List of Works Cited (MLA) (consult Writer’s Help for details). You followed all available instructions (syllabus, Bb, classroom) as thoroughly as possible. 8 – Your responses show a solid level of comprehension and analysis, but you could do MORE – more study, more explanation, more use of detailed examples from primary and secondary sources. Your writing is mostly technically correct, but you have some errors that you need to work on correcting, either through more careful proofreading, or study and practice. You might need more or better sources, and need to use them more effectively. You have cited your sources, but might have errors in your in-text citations and Works Cited that need further study and practice. You followed all available instructions (syllabus, Bb, classroom). 7 or lower – Your responses demonstrate that you understand WHAT is going on with an issue of wellness/illness in our culture, but now your challenge is to understand WHY and HOW that issue is meaningful, or why and how people make that meaning…and why it matters. You might need to study vocabulary more carefully. You might need to do additional reading and research secondary sources. You might have so many grammatical errors that they interfere with the clarity of your ideas. You were not able to cite your sources, or did so incorrectly. You did not follow all available instructions.