Grade 11 Poetic Devices and Figurative Language Terms Flashcard

Grade 11 Poetic Devices and Figurative Language Terms

Using the Spanish Verb Haber

Using the Spanish Verb Haber Haber is one of the most common verbs in Spanish, used most of the time as an auxiliary or helping verb. Although haber is similar in form to have and is often translated that way, it is unrelated to the English verb. Haber has three main uses as seen below. Haber as an Auxiliary Verb in Compound Tenses When used as an auxiliary verb, haber is the equivalent of the English auxiliary to have (which is much different than the English to have when it means to possess). Haber is used to form what is known as the perfect tenses because they refer to actions that have been or will be completed. (Completed used to be a common meaning of perfect.) As in English, the perfect tenses are formed by following a form of haber with a past participle. He comprado un coche. (I have bought a car.) ¿Has estudiado? (Have you studied?)Han salido. (They have left.)Habr salido. (She will have left.)Habrà ­a hablado. (I would have spoken.) In English, it is very common to insert an adverb or another word between the two parts of a compound verb, such as in the sentence he has always gone. But in Spanish (except perhaps in poetry), the two verb parts arent separated. As a beginner, you dont need to learn all the tenses using haber now, but you should be able to recognize haber when it is used. You should also be aware that while the perfect tenses in Spanish and English are quite similar in form, they arent always used in exactly the same way. Haber for There Is or There Are One peculiarity of haber is that it has a unique conjugated form, hay (pronounced basically the same as the English eye) that means there is or there are. Hay una silla en la cocina. (There is one chair in the kitchen.)Hay dos sillas en la cocina. (There are two chairs in the kitchen.) Note that in the above examples, the English there isnt referring to location, but to mere existence. The most common word for there in terms of location is allà ­. Example: Hay una silla allà ­. There is a chair there. Haber can be used in this way in tenses other than the present, although not as commonly. In formal Spanish, as in the second example above, the singular form of the verb is used even when it refers to more than one person or thing. Haber  in Idioms Haber can be used in a number of idioms, which are phrases that have a meaning apart from the meanings of the words in them. The one youll run into most often as a beginner is haber que, which means to be necessary when followed by an infinitive. When used this way in the present tense, the hay form of haber is used. Hay que saltar. (It is necessary to jump.)Hay que conocerlo para comprenderlo. (It is necessary to know him in order to understand him.)Habr que salir a las dos. (It will be necessary to leave at 2 oclock.) Conjugating Haber As is the case with most other common verbs, haber is conjugated irregularly. Here is the conjugation for its present indicative tense, the one used most often. yo (I) he I have tà º (informal singular you) has you have usted (formal singular you), à ©l (he), ella (she) ha (sometimes hay) you have, he has, she has nosotros, nosotras (we) hemos we have vosotros, vosotras (informal plural you) habà ©is you have ustedes (formal plural you), ellos, ellas (they) han (sometimes hay) you have, they have

Cooper Union Building Essay Example | Topics and Well Written Essays - 4000 words

Cooper Union Building - Essay Example As the Cooper Union Centre is dedicated to the promotion of science and art, this innovative building stands for the basic values of the institute by blending scientific architectural design experiment with a creative vision for future building designs. Most of the building is lit by natural sunlight and the â€Å"green roof† of this building has won it LEED Gold rating. The design of the building attains a political overtone primarily through assimilating the spirit of Peter Cooper, the founder of the institution, who aimed at promoting free access to all, to the arts, whereas appreciation of art still at large remains an upper class vocation and privilege. It was Slavoj Zizek who took the idea of political unconscious delineated by Frederic Jameson based on the theory of Marxism, and developed it to make it a useful tool in evolving a critique of architecture. Zizek observed that â€Å"there is a coded message in an architectural formal play, and the message delivered by a building often functions as the â€Å"return of the repressed† of the official ideology.† ... This essay begins its argument in the realization that architecture is not at all an, â€Å"autonomous art† but one that exists in relation with a â€Å"complex web of social and political concerns.†8 In this attempt to find the political connotations of architecture, one has to take into account, many streams of thought as evolved by social critics and philosophers like Adorno, Walter Benjamin, Georg Simmel, Roland Barthes and so on. For example, while comparing imaginative and functionalist architecture and its progression through history, Adorno has pointed for the need of a modern aesthetics that addresses both the ends of the spectrum.9 This has to be understood in the backdrop of a market oriented architectural ideology. If the history of architecture is traced from a political angle, it can be seen that the entry of an affluent bourgeoisie reflected in architecture as â€Å"decline in craftmanship, enduring mediocrity, and the swindle of mechanical reproduction. †10 This resulted in â€Å"unmitigated kitsch† and later in an attempt to overcome this and address modern realities of capitalism, â€Å"monstrous, schematically rigid skyscrapers (began to) project out of a raging sea lacquered tin.†11 Bloch had called this trend in architectural design as non-humanely and â€Å"rendered uniform in the domineering form of the glass box.†12 Marxian analysis of architecture has taken this discourse one step further and shown how cultural artifacts, including buildings, serve to reinforce the hegemony of â€Å"commodity capitalism.†13 Hale has went on to explain this concept further citing Walter Benjamin and said that: A new architecture had evolved in iron and glass, which eroded the distinction between inside and outside space. This perfectly suited the

Autism Essay Example | Topics and Well Written Essays - 6250 words

Autism - Essay Example The Autism Spectrum Disorders include: Asperger’s Syndrome, Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS), Autism Disorder, Child Disintegrative Disorder and Rett Syndrome. 1. Autism Disorder In recent years, diagnoses of Autism have increased both in breadth and in depth. The increase in the prevalence of this developmental disorder to 1 in 88 children has become so alarming that many parents and practitioners have been more diligent in knowing more about it. Zalla et al. (2006) has encapsulated the definition of Autism as follows: It is â€Å"a complex developmental disorder characterised by severe difficulties in communication, social interactions, and executive functions. Social and communication disturbances are generally explained in terms of a defective neurocognitive mechanism responsible for the attribution of thoughts and feelings to oneself and to others† (p. 527). The many symptoms presented by individuals with Autism have been inconsistent in pointing to just one disorder that is why it had to be spread out to various disorders within the Autism spectrum. Although there are overlaps of symptoms, there are also categorical clusters that belong to one disorder that can be differentiated from another disorder. 2. Asperger’s Syndrome Under the umbrella of the Autism Spectrum Disorders (ASD) exists the highest functioning Pervasive Developmental Disorder (PDD) subtype called Asperger’s Syndrome (Kurita, Koyama & Osada, 2005). This is characterized by several deficits in age-appropriate social interactions and restricted, repetitive patterns of behavior interests (American Psychiatric Association, 2000). 3. Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) The Diagnostic and Statistical Manual of Mental Disorders IV (DSM-IV) defines â€Å"children with symptoms such as restricted social interaction, poor verbal and non-verbal communication skills strict and/or stereotypical behav iors but without full diagnostic criteria of Autism† (APA, 1994 cited in Karabekiroglu & Akbas, 2011, p. 142) as Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS). The symptoms for this disorder may be observed in other disorders under the umbrella of Autism which makes it difficult to differentiate PDD-NOS from the rest of the disorders in the spectrum. Examples of these shared symptoms are deficits in social reciprocity or communication, as well as the presence of restricted or repetitive behaviors, severe mental retardation or language delay as well as reactive attachment disorder, psychotic disorders (Karabekiroglu & Akbas, 2011). 4. Child Disintegrative Disorder It is more frustrating for parents to know that their healthy and normal children suddenly change for the worse after the first two years of life. Childhood Disintegrative Disorder (CDD) is one of the disorders that belong to the Autistic spectrum characterized by normal development of communicati on, social and motor skills during the child’s first two years of life followed by a drastic regression between the ages of 2-10 years in at least two of the developmental areas. Other names for childhood disintegrative disorder are Heller's syndrome, Dementia Infantillis and disintegrative psychosis (Encyclopedia of Mental Disorder

The Consequences of World War I Essay Example | Topics and Well Written Essays - 1250 words

The Consequences of World War I - Essay Example Although that might not get you a very high grade on a history test, many modern scholars perceive WWII as a continuation of WWI, just after a short reprieve. The First World War is often remembered as one of the bloodiest of wars fought; bloodier than what was experienced during the American Civil War. In fact, it is fair to say that no one is Europe, Asia, and the United States, nor the rest of the world, believed that this war would be so destructive, caused so much death, or last so long (Keylor 1). The events of WWI and those that occurred directly after led to consequences that changed the societal structures, national economies, and, ultimately, led to the start of WWII 20 years later. History Prior to WWI the United States had not been involved in any wars since the turn of the century. Things in Europe were going quite differently. The assassination of Archduke Franz Ferdinand, nephew of the Austrian Emperor, along with his wife while vacationing had outraged the Austrians. Serbia was held responsible. However, while waiting to be certain that they had the support and backing of Germany, gave the Serbians time to guarantee the backing and support of Russia. War was declared, approximately a month later, in July of 1914. The Central Powers included Germany, Austrio-Hungary, and Turkey opposing the Allies, which included Russia, France, Serbia, Great Britain, Japan, Belgium, and later the United States (Keylor 1). Trench warfare began. However, it was not long before troops and financing began to dwindle. It was not until 1917 that the United States entered and declared war on Germany. This was a direct reaction to the German’s sinking the British Ship the Lusitania, which killed a number of American passengers, and a telegram sent by Germany offering Untied States lands to Mexico if they would join them in opposing the United States. The war would rage throughout until 1919. In total, More than 9 million sailors, soldiers, and pilots were killed, 5 million civilians were caught in the crossfire of war, and then another 7 million men returned home injured and/or permanently disabled. There were also huge costs involved in the length of the world, billions of dollars spent across the 28 different countries (Mintz 1). Discussion The consequences of WWI saw the United States begin to rise as dominate economic and political power in the world, mostly because many of the nations of Europe were so depleted. For Europeans the consequences were quite harsh. The political, economic, and social orders of European society, in some cases, came â€Å"crashing down.† It saw the fall of the Ottoman Empire, Germany, Austrio-Hungary, and Russian empires (Keylor 1). New nations were emerging as borders began to change, ethnic tensions were heightening, and an inability to recover from the losses suffered due to the war. As a response many leaders sought to establish a â€Å"new international system† that would help repair damage in Europe and lead to a more productive future for all of the nations. Delegates from these nations met in Paris, France in 1919 to discuss the â€Å"Treaty of Versailles.† However, the major powers, in the treaty discussions were left to Britain, France, Italy, and the United States. It was during this time that the â€Å"league of Nations† was established which would ideally aid in preventing other armed warfare in the future. Although, Germany felt slighted by the treaty, but did not lose territory and therefore signed the treaty. Also, many felt that the Germans were responsible for the majority of WWI, and therefore cost them dearly. Ultimately, the United State

Experiences of Pediatric Cancer Survivors

Experiences of Pediatric Cancer Survivors Exploring the experiences of pediatric cancer survivors in Karachi, Pakistan. Muhammad Tahir Saleem This chapter presents the study design, its setting, the sampling technique, the data collection process and the details of data analysis. In addition, the ethical considerations and study limitations are also discussed in the chapter. Methodology Qualitative methods are utilized to generate knowledge about a new area of interest. Qualitative research methods are mostly descriptive in nature to bring out the subjective meaning of behaviors and attitudes (Polit Beck, 2008). As there is no documented evidence for the issues encountered by cancer survivors in Pakistan, the researcher felt that the question about the experiences of cancer patients and their needs for care could be best upraised by following a naturalistic inquiry using a qualitative methodology. Study Design The descriptive explorative qualitative design was used in this study to explore the experiences of survivors of pediatric malignancies. In the process of developing new knowledge one or more characteristics of a specific population can be examined by utilizing descriptive designs whereas, exploratory designs are used when an in-depth exploration of a single process, variable or concept is required (Wood and Ross-Kerr, 2011). Hence, in order to delineate the characteristics and conduct an in-depth exploration of the phenomenon of survivorship, the descriptive exploratory design was employed for the study. This design offers flexibility to generate knowledge by ensuring less control of the researcher over the variable and allowing the manifestation of subjective experience of the cancer survivors. Study Setting There is substantial amount of evidence that over the past decade the incidence of lymphoma is on the increase in Karachi, (Bhurgri, 2004), and this is equally applicable to all pediatric cancers. Karachi is a metropolitan city with a population, representative of diverse cultural, socioeconomic and educational backgrounds from all over Pakistan. The study site, the Aga Khan University Hospital (AKUH) is located in Karachi and it receives patients from diverse financial and geographical backgrounds from all over Pakistan. These characteristics make AKUH suitable as the study setting. Study population The pediatric oncology follow-up clinics of AKUH were identified as suitable places to study a variety of individuals who had survived pediatric cancers. All pediatric patients registered with the department of pediatric oncology AKUH were the study population. The study participants were the follow-up patients in the remission period who survived pediatric cancer and were discharged from the oncology clinic after completion of their anti-cancer treatment. Sampling Technique The purposive sampling technique is used in the present study. Despite the fact that a non-probability sample is less likely to be a representative of each individual of the population, in order to develop a rich and holistic understanding of survivorship, the sampling decision would be based on the informational and theoretical needs of the phenomenon of interest (Polit Beck, 2008). Therefore, based on the researcher’s prior knowledge about the population, participants who were particularly knowledgeable about the issue under study were chosen purposefully. Purposive sampling that deliberately reduces variation and permits a more focused inquiry for typical cases (Polit Beck, 2008), such as previously treated pediatric cancer patients (in remission), would bring qualitative information enriched with their lived experiences about cancer and its treatment. Sample Size Recruitment of the participants continued until theoretical saturation became apparent. Theoretical saturation is a point in time achieved in data collection process when no new relevant concepts are recognized in comparison with the data already produced; and researcher may only find repetition of previously collected data (Burns Grove, 2009; Gerrish Lacey, 2010). Male and female participants were randomly chosen at the pediatric oncology follow up clinics. Eight participants, four male and four female were interviewed after taking informed consent at pediatric oncology follow-up clinics. Ages of the patients ranged between 08-25 years. The length of time since completion of chemotherapy and radiation therapy was one year. The selected patients were in remission after having completed anticancer treatment for at least one year so that research would reveal the rich experience of the individuals who were treated and were disease free after the treatment regimen. Patients were cogni zant about their diagnosis and the treatment and subsequent after the treatment. Inclusion Criteria: Both male and females cancer survivors Children Age 08-16 years Diagnosed as having had Pediatric Cancer Have had completed anti-cancer treatment regimen In remission for at least one year after treatment Exclusion Criteria: Children who are on active treatment or relapsed after completion of treatment Children who did not sign voluntary informed consent Data Collection In-depth interviews are used when the researcher has a list of topics that are needed to be explored. Interview Guides are the list of areas or questions to be covered with each participant. These guides may be pilot tested before embarking upon the actual data collection (Polit Beck, 2008). For the study under discussion, the researcher has prepared a written interview guide with Urdu translations that are attached as Appendix A. While preparing the interview guides a previously developed questionnaire for oncology was referred to (FACIT, 2010). The prepared interview guides were sent to the committee members for their opinion. The interviews allowed the researcher to explore the research topic in a broader way. The venue for the interview was an allocated room at pediatric oncology clinic at AKUH. In addition, the technique of interview permitted the researcher to probe on the issues which needed further exploration and clarification more in detail at the same time of interaction with the participant. Immerging ideas were also incorporated in the future session of data collection to enhance the richness of the data. It allowed the respondents to recall their memories and bring out the rich experiences in detail. The respondents expressed their feelings and perceptions in the context of the topic under discussion. These first hand reports of the participants, probing of the researcher during interview and researchers own reflections for nonverbal clues helped in collecting enriched data from the survivors of pediatric cancers. Each interview took about 30 to 45 minutes. A female moderator conducted the interviews for female pediatric cancer survivors. Interviews were recorded on an audio recorder with pseudo names. The pseudo names were used at transcription process to certify confidentiality. Demographic information e.g. age, gender, native area, history of ailment like diagnosis and treatment, length of treatment and treatment modalities used during the treatment process were also recorded at the beginning of the interview. The interviews were transcribed verbatim in Udru Language and translated by the researcher in such a way that no meaning was sacrificed. Data Analysis The audio-taped interviews in Urdu were transcribed word by word and analyzed manually. The interview generated codes, categories and/or sub categories and then themes, which in qualitative research are said to be broad units of information that consist of several codes aggregated to form a common idea (Creswell, 2013).The researcher listened to the recordings several times in order to assimilate the data to generate accurate transcription. To analyze the collected material during data collection, the recorded interviews were transcribed in the form of a formatted document for manual thematic analysis. The researcher then reverberated in the data to take similarities and differences of ideas. By doing this various specific ideas were identified which were labeled as codes. The codes were put under the sub categories and categories. The ideas or codes were marked very carefully in a way that prevented the researchers own frame of mind from affecting the interpretation of the collected data to reduce bias and ensure bracketing (Tufford Newman, 2012). Careful reflections were made to keep researchers own thoughts and understandings from affecting the analysis (internal validity). Various identified ideas were then grouped together by axial coding in order to make tentative categories of themes. As the process of analysis proceeded, these tentative codes or categories were merged to form common themes under the guidance of the research supervisor to avoid gaps in qualitative inference of the data. The valuable input of the research supervisor also shielded the analyses process form the personal reflexivity (biases in analysis due to personal assumptions, values and beliefs) of the novice researcher. To ensure the credibility and consistency of the analysis, constant input from the external supervisors (committee members) were also incorporated. A chronological record of all the activities of the study was made by the investigator in order to ensure the dependabili ty/audibility of the study. To safeguard the transferability of the research, the study settings, context of the study and demographics of the patients with their diagnosis and treatment modalities were noted to enable the future investigators to replicate the study (Polit and Beck, 2008). Ensuring trustworthiness and quality of the study Rigour in the qualitative researches is defined as the means by which the researcher shows integrity and competence (Aroni et al., as cited in Holloway Wheeler, 2010). Trustworthiness to maintain rigour in the study was maintained ensuring credibility, dependability, conformability and transferability (Lincon Guba, 1985). Credibility Credibility is the extent to which the data and interpretation of the research are grounded in the events rather than the inquirers personal construct (Lincoln Guba, as cited in Polit Beck, 2008). In other words credibility of a study is ensured when it presents such faithful interpretations of participants’ experiences that they are able to recognize them as their own (Hall Stevens as cited in Long, Johnson, 2000). A conscious attempt was made by the researcher to maintain credibility during the study. The researcher tried his best to remain involved with the participants during interviews rather than being with them only to ask questions and record the answers. It was done by helping participants to elaborate their lived experiences and allowing them to recall the events that occurred during the diagnosis and treatment. Triangulation was done by taking notes during the interview, recording of the demographics and cross checking of the data by the research supervisor. Dependability Dependability refers to the reliability of the collected data over time and over conditions in which the research is done (Lincoln Guba as cited in Polit Beck, 2008). It determines whether the process of study was consistent and reasonably stable over time. The researcher attained this by working on the research plan with the research supervisors and committee members, by taking approval from the ethical review committee of the institute and by submitting the updates of the research process to the supervisor and the committee members. The researchers’ personal record, notes during the interview and transcription records were kept chronologically so that the process of the study can be traceable. Conformability Conformability refers to objectivity to verify the quality and adequacy of the results and interpretation. The accuracy, relevance and meaning of the data are appraised by two or more independent people for congruence (Polit Beck, 2008). Conformability is achieved by having the input of the supervisor and the committee members at every step of the research. All the interviews and their transcript were cross checked by the supervisor. The thematic analysis by the researcher was cross checked by the supervisor for congruency and objectivity of the outcome. The researcher also maintained the records of unrefined data, transcriptions of the interviews, and also the records for synthesis and analysis of data. Transferability Transferability refers to the generalizability of the data and the results that came out as a result of subsequent analysis ((Polit Beck, 2008). In order to make the result applicable to other settings, the researcher interviewed male and female cancer survivors at the follow up clinic of the pediatric oncology. The demographics of the participants, who had different socio-economic status showed that they were from different backgrounds as they belonged to the provinces of Khyber Pakhtoon Khwa, Sindh, Baluchistan and lower Punjab. To maintain homogeneity, four male and female were interviewed. Therefore, the consumers of this research can use the results at different places in similar context. Ethical Consideration World Medical Association has put forward a statement of ethical principal as Declaration of Helsinki to guide medical research involving human subjects (World Medical Association, 2014). To fulfil the requirement of the article 22 and 23 of recently revised document of Declaration of Helsinki, a research proposal was made and submitted to the Ethical Review Committee (ERC) of AKUH. Approval from the Director of Nursing Services (DNS) and also from the Medical Director (MD) of AKUH was taken to conduct the study and was submitted to the ERC with the research proposal. Approvals from the DNS and the MD are attached as Appendix C and Appendix D respectively. The participants’ right of autonomy was maintained by having a consent form signed by the participant and the parent of each participant after giving complete information about the study and its significance. Ascent form with Urdu translations is attached as Appendix B and Appendix D respectively. A confidential ID number fo r further identification was assigned to each participant and to the corresponding data. As research thesis is one of the requirements of MScN program for Aga Khan School of Nursing and Midwifery the fund for the study was already allocated in the Master’s program budget. The thesis budget is attached as Appendix G. A formal approval was granted to conduct the study by ERC of Aga Khan University. Summary of the chapter This chapter presented the methodology for the study, giving a brief description of the study design, study setting, and sampling technique. The chapter also included the data collection and data analysis plan. Ethical considerations for conducting the study are discussed in the end. Reference Bhurgri, Y. (2004). Karachi Cancer Registry Dataimplications for the National Cancer Control Program of Pakistan. Asian Pac J Cancer Prev, 5(1), 77-82. Burns, N., Grove, S. K. (2010). Understanding nursing research: Building an evidence-based practice. Elsevier Health Sciences Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications, Incorporated. FACIT (2010). Functional Assessment of Cancer Therapy General (constitutes the core of all subscales; the FACT-G can be used with patients of any tumor type), 2007. Retrieved on 11-11-2013Retrieved from http://www.facit.org/FACITOrg/Questionnaires Gerrish, K., Lacey, A. (2010). The research process in nursing. John Wiley Sons Holloway, I. S, Wheeler (2010). Qualitative research in nursing and healthcare. Wiley Blackwel. com. Tufford, L., Newman, P. (2012). Bracketing in qualitative research.Qualitative Social Work,11(1), 80-96. Long, T., Johnson, M. (2000). Rigour, reliability and validity in qualitative research.Clinical effectiveness in nursing,4(1), 30-37. Polit, D. F., Beck, C. T. (2008). Essentials of nursing research: Appraising evidence for nursing practice. Wolters Kluwer Health World Medical Association (2014). Declaration of Helsinki. Retrieved June 30, 2014, from http://www.wma.net/en/30publications/10policies/b3/ Wood, M. J., Ross-Kerr, J. (2010).Basic steps in planning nursing research: From question to proposal. Jones Bartlett Publishers.

Sexualy Transmited Diseases: Hemophilia Essay -- Genetic Bleeding Dis

Hemophilia is a genetic bleeding disorder that slows down the clotting process of one’s blood. There are two types of the disorder: hemophilia A and hemophilia B. Both result in very similar symptoms, however, they are caused by different mutations of genes on the X chromosome. The way in which the disorder is inherited is known as an â€Å"X-linked recessive pattern.† Since males only have one X chromosome, one gene mutation is all that is needed in order to obtain hemophilia. On the other hand, females have two X chromosomes meaning that two mutations (on on each X chromosome) are required to inherit hemophilia. For that reason, it’s far more unlikely for females to have hemophilia than it is for males. Specifically, the genes which cause hemophilia A and hemophilia B are the F8 gene and the F9 gene respectively. Mutations in these genes trigger the production of abnormal versions or reduce the number of coagulation factors VIII or IX. Subsequently, these miss ing or scarce proteins are not able to aid in the blood clotting process which causes excessive and continuous bleeding. There are varying levels of the severity of hemophilia which are all dependent on the extent of mutation of coagulation factors VIII or IX (Hemophilia, n.d.). There is, however, another form of hemophilia that is rare. It is known as acquired hemophilia, and it is caused by one’s body producing specialized proteins (autoantibodies) that attack coagulation factor VIII. In this rare case, it is not caused by genetic mutation or scarcity. The body’s production of autoantibodies can sometimes be attributed to pregnancy, allergic reactions, cancer, or immune system disorders (Hemophilia, n.d.). Symptoms Someone that is affected by hemophilia would be prone to ... ... 19, 2014, from https://online.epocrates.com/u/2923468/Hemophilia/Basics/Epidemiology Hemophilia. (n.d.). Retrieved March 16, 2014, from http://ghr.nlm.nih.gov/condition/hemophilia Hemophilia. (n.d.). Retrieved March 16, 2014, from http://www.mayoclinic.org/diseases-conditions/hemophilia/basics/symptoms/con-20029824 How Is Hemophilia Treated? (n.d.). Retrieved March 17, 2014, from https://www.nhlbi.nih.gov/health/health-topics/topics/hemophilia/treatment.html Inheritance Pattern of Hemophilia. (n.d.). In Hemophilia Federation of America. Retrieved March 20, 2014, from http://www.hemophiliafed.org/bleeding-disorders/hemophilia/inheritance/ The N-terminal Epidermal Growth Factor-like Domain in Factor IX and Factor X Represents an Important Recognition Motif for Binding to Tissue Factor*. (n.d.). Retrieved March 18, 2014, from http://www.jbc.org/content/277/5/3622

Monitor of experience in rock climbing

To be able to perform at a level which is suitable for me to gain employment in the world of outdoor pursuits, one of my mid-term goals, it is vital that I am able to monitor my own progress in order to critically evaluate my levels of fitness, skill and knowledge in certain aspects of the industry. In this case rock climbing. In order for me to progress I must monitor my current levels and be able to produce a programme which will allow me to push these levels to a higher standard, motivating myself as I do so by working at a standard that allows me to remain focused and set on my chosen goal. Prior Experience Although I entered into outdoor education with no prior experience, as soon as I heard that I was going to be climbing as a major part of my course and would be required to do so as a large part of my chosen career I wasted no time in researching the sport. Having tutors with a large knowledge base for the subject I made notes in their lessons highlighting key words, which I later researched further in books or on the internet, a tool with which I have a wide experience of working with from my previous career and something which I have recently used to acquire a wider knowledge base in relation to climbing. I attended and continue to attend all practical sessions in order to gain first-hand experience of the sport under expert instruction and continue to learn outside of college using my own climbing equipment and going over what I have been taught. The sport is now a hobby of mine and as such I enjoy researching it, watching videos of professional climbers and reading publications on different styles of climbing, rope work and the associated use of equipment required to make the sport safe. I have the backing from family and friends which is very important to me as they provide me with encouragement and morale support and offer me transport to and from climbing areas acting as climbing partners when needed. My tutors are a constant source of information, available upon request and even allow me to climb with them on the indoor wall at college and outdoors on certain occasions. By observing fellow athletes I am able to look at different aspects of climbing such as body positioning and different types of holds which I would otherwise know nothing about. Technical Knowledge and Skills My technical knowledge is definitely at a higher level than my technical skills. I have bought enough of my own equipment to enable me to go climbing on my own and get used to using the various tools needed in the sport. I have spent time concentrating on the top of the crag ignoring everything except placing protection and creating anchor points in order to be able to climb. This subject however is huge and the amount that I know is only a small percentage of what is out there so I continue to buy and borrow books, videos and other materials demonstrating various forms of placing protection. Through the leadership and party management section of my college course I have been able to take groups of individuals from varying backgrounds climbing something, which has helped me to develop my rope work and safety skills further, whilst on the crag or at the indoor wall. Being responsible for the well-being of others has made me look more closely at the theory behind placing protection and has allowed me to experience first-hand by working alongside a highly qualified tutor exactly what it is like to rig up a variety of climbing routes safely in order for people to be able to climb on them. Different from placing protection is the actual skills needed to be able to climb. From studying the different types of hand and feet techniques and by looking at climbers body positions as they climb I have began to slowly understand certain aspects of climbing which will enable me to successfully complete a climb and conserve the most amount of energy possible when doing so. However recognising and knowing the names of the different types of techniques required for climbing is not enough and successfully putting them into practice can only be done by actually climbing and working on those techniques which I am least familiar with. Climbing outdoors and more significantly on the bouldering wall at college has enabled me to experience these techniques and has paved the way into motivating myself into creating a training schedule for myself in order to push my climbing grades. The wall at college is overhanging, all of it! which requires a lot of arm strength and correct body positioning in order to stay off the floor. Training at first in this way was very uninspiring for me and it took a while for me to begin to be able to successfully move around on the wall. Through training with the tutors who have showed me various bouldering problems (the term used for a climbing route) and creating problems of my own I have been able to achieve that feeling of progress which I need to inspire myself and have begum training on a regular basis. At around 8:30am on the days that I am in college I climb on the bouldering wall completing 5 circuits with each circuit containing the same 5 problems. The problems consist of various hand and foot holds which will help me to work a selection of muscle groups in my body as apposed to a few which is what would happen if I was to stick to the same types of holds all the time like hose which I am strongest. I train at around 8:30am as I am least likely to be interrupted and the college is cooler than it is during the afternoon. Although progress is being made it is slow and some days I seem to do better than others but I am committed to sticking to my schedule and continuing to learn about the theory behind the technical side of climbing. On an afternoon, after finishing my studies I go to the weights room in college where I build strength in my arms, chest and back, working various muscle groups which I believe will allow me to raise my endurance levels and allow me to climb stronger and more aggressively. More recently and I believe as a response to this training my upper body strength has improved and I am moving more fluidly on the bouldering wall and even soloing (climbing on my own) on routes I wouldn't have considered a few months ago. I am soon entering the training phase of my Single Pitch Award (SPA) which is a big form of motivation for me to get out on the crag on weekends and concentrate on my lead climbing (climbing whilst placing leader protection in the rock as you climb) in order to go in for my assessment. Although the award only requires me to climb at the lowest grade in rock climbing I will work at a level comfortable at the time which enables me to push myself without any stress or pressure to do so. Levels of Fitness My fitness at the moment is at a reasonable level although I would not class myself as super fit. I smoked for 8 years before starting this course and have managed to successfully quit for just under a year with no desire to start again. I walk and climb on a weekend when possible weighting down my backpack to improve my cardiovascular and respiratory fitness. This also helps my lower body strength. I have cut down drastically on my alcohol consumption and go out maybe once a week as opposed to every other night which I was doing last year. I have noticed a vast improvement from the beginning of my course in my ability to walk up a mountain which indicates that my cardiovascular and respiratory fitness has in fact improved. In relation to climbing finger strength is a major downfall in my climbing. As this is a part of my body which I would have never considered building on for strength my fingers and hands are relatively weak when attempting to hold my body weight. A variation of small holds of different directions on the college bouldering wall however is helping me to build on these strengths and I always go for the smallest hold possible where me strength permits. At rest my pulse rate is 72bpm and my breathing is 18bpm After exercise my pulse rate is 156bpm and my breathing is 18bpm After 5 mins rest my pulse rate is 84bpm and my breathing is 18bpm These levels are considered average for my age and gender but do not show that I am extremely fit. My weight is correct for my age, gender and height. Diet My diet leaves a lot to be desired. I rarely eat take-away food unless I am away from home but do eat fatty foods on occasions where time is a factor and fried food appears more convenient. I am aware of the consequences of such a diet and I am currently beginning to eat more nutritious foods such as salad based sandwiches at lunch time and oven cooked or grilled meat and cooked vegetables on the evenings. Training Attendance and Effort At the moment I only train when I am in college which is around 2 to 3 times a week and this is often random and non-consistent. Some days I am able to climb better than others and when I am having a bad day climbing I find it hard to motivate myself into completing my circuits. I usually climb on a morning and lift weights on an afternoon after my classes although this often depends on the type of day I'm having and if something which I deem to be more important has come up. I enjoy training but I wouldn't say that I was extremely dedicated although I have been training quite consistently the past couple of weeks and am definitely noticing a difference with my climbing and the amount of weight that I am able to lift. My effort is often varied once again being highly dependent on the mood I am in and the type of day I am having. I wouldn't say that I have a strict training schedule, more of a ‘more frequent than usual' approach to exercising. I have made sure that I have attended all of the practical days at college and have missed maybe one session since starting there. These days have been extremely valuable to me as I have been able to work alongside and observe much more experienced climbers than myself, something which has not only taught me elements of rock climbing but has also motivated me into exploring certain elements of the sport further helping me to improve my technical knowledge and skills. Access to Equipment My main source for training is the bouldering wall at college which is freely available for me to use whenever I choose. This is usually only when I am in college though as I live in Teesside and find it difficult to get in some days. I have enough of my own equipment to train outside of college and do so on weekends, weather permitting. Living in Teesside I am very close to some excellent climbing venues both outdoors on the crags dotted throughout the Cleveland Hills and Indoors at Sunderland Wall and Thornaby which has a small bouldering wall made by the same people who built Sunderland Wall. The north of England is an excellent location for climbing and other outdoor pursuits. The Lake District is only an hour or so away although I have not been there to climb as yet. I have however climbed at Brimham Rocks and Almscliffe both near Harrogate. Other climbers that I know are kind enough to lend me any equipment which I might need for a day on the crag with the general rule that I supply my own rope and other nylon equipment which can become damaged in the event of a leader fall and should be recorded for safety reasons and to keep a check on the strength and deterioration of equipment. Access to Effective Coaching Being a student studying an Outdoor Education course I am able to ask for expert advice at anytime from my tutors who I have no doubt will be happy to help me. Although the climbing part of my course is now over and other outdoor activities are being concentrated on I am still able to use the bouldering wall at college as part of my training schedule and I am even able to train alongside my tutor who will guide me in the right direction or offer me information and videos or publications which will help me to progress. Although it would be encouraged for me to find out most of the information for myself in relation to setting up my own individual training schedule I am able to ask for help where needed, something which would cost me money if I were not studying Outdoor Education. Leadership Communication Skills Since starting the course I have been lucky enough to have the opportunity to work with various groups from schools around County Durham and the Teesside area. Working with these individuals who were aged between 14-16 years old I have been able to develop my communication skills in relation to climbing and working with groups and have experienced in different surroundings how important it is to be a good communicator both verbally and non-verbally. From first meeting a group and working with them I feel that I can be quite confrontational if the group in question is unwilling to learn or becomes disruptive when I am attempting to teach them something. I have learned that this is an inappropriate way of communicating though and I am beginning to adopt a more passive way of communicating following working with groups of dysfunctional teenagers who do not respond well to confrontation. I am a good listener and I speak clearly enough to be able to get my point across and in a manner which I feel allows people to understand and follow my instructions. I keep my body language as neutral as possible standing with my arms by my side or in front, never crossing them and always making eye contact with those that I am speaking or listening to. I do interact with members of a group but prefer to work more on the technical side working with equipment and setting up climbs more than attempting to motivate groups or acting as a counsellor, although I do always make myself available if someone wishes to talk to me or ask me something. Values and Beliefs I have strong values and beliefs in the way that I respect other people, whether these are climbing partners, groups I am working with or other climbers on the crag/wall. I follow both the written and un-written rules of climbing and respect the venues at which I climb. From being taught by working alongside other climbers who have years of experience I have been taught what is and isn't good practice and go out of my way to ensure that I follow these values in my day to day climbing. Possible Areas for Improvement or Change I feel that I could improve in the way that I train in general. I could put together a more consistent training schedule which would enable me to become stronger quicker and in the parts of my body which I use the most in a session. My attitude towards teaching and communicating with a group in the first hour or so from meeting them could be improved by talking to them more and finding ways to make a session more fun either by incorporating different teaching methods or by investigating their backgrounds and finding out what their interests and attitudes are towards the session that I am taking. My training and diet could be improved by eating healthier, balanced meals. Less fried food and more vegetables. More training and stretching would enable me to become more flexible, reaching harder holds and enabling me to improve my body positioning resulting on me staying on the wall for longer, preventing injury and ultimately improving my levels of endurance through prolonged periods of climbing. I also believe that this will improve my general rate of recovery, which could be shortened. My co-ordination skills need working on and I can do this by taking more time on a climb and watching where my next hold is. Being able to visualise a climb before I actually climb it would, I think make me more focussed and enable me to climb smoother with more fluidity. When training at college I should have more trust in my colleagues when they are belaying me, but this is difficult because of the age difference and in some cases the ratio of their weight to mine. Methods of Assessment Profile Wheel Below is a profile wheel demonstrating my strengths and weaknesses on a scale of 1 to 10, 1 being poor and 10 being good. All of the sections included in the wheel contribute in some way to my training and can be found in further detail above. S.W.O.T Analysis I have selected my major strengths and weaknesses from the profile wheel and have listed some opportunities and threats which either enable or stop me from climbing. Strengths Intelligence I am intelligent enough to realise when something is dangerous allowing me to prevent injuries from occurring or if I am doing something which will benefit or hinder my climbing. Pain Tolerance I am not squeamish to injury or pain and as such I am able to push myself during training allowing my body to develop and advance to harder climbs. Determination I am a determined individual who wishes to succeed. I know what I want from my college course and my training and I am determined enough to go out and get it. Rope work My rope work skills are probably better than my climbing skills. I have researched further a lot of the techniques and skills taught to me in the practical sessions of my course. I have borrowed books from the library, bought books and read magazines / watched videos which have enabled me to learn more techniques in relation to my rope work. Selecting Appropriate Equipment I have the knowledge to select the appropriate equipment to enable me to climb safely either inside at a climbing wall or outside on a crag something which allows me to climb and to push my grades knowing that I will be protected in the event of a fall. Weaknesses Flexibility My flexibility is quite restricted. Being a tall person I find it quite difficult to raise my legs up past waist height in order to reach a tricky hold. This can be improved by me however by stretching more and taking part in more aerobic exercise. Body Positioning Another element of my flexibility is knowing how to position my body in order to stay on an awkward hold, for example a side pull, will enable me to climb for longer, pushing my levels of endurance. Trust I have difficulty trusting my climbing partners because they are either inexperienced, which is the case for my partner from home who has not had much climbing experience or they are quote a bit younger than me and quite immature and easily distracted. Endurance I have trouble climbing long climbs or climbing for extended periods of time. This I feel can be improved by working on my flexibility which in turn will help to improve my body positioning allowing me to stay on holds longer resulting in me climbing for longer and pushing my endurance levels. Visualisation If I am able to visualise a climb before I climb it, something which I rarely do I would be able to improve my levels of coordination and would connect with holds more helping me to stay on the wall / crag for longer. Opportunities College Bouldering Wall The college bouldering wall offers me a great opportunity to train. The wall is overhanging which helps me to build my upper body strength allowing me to climb stronger on vertical or slabby climbs. Tutors often use this wall and allow me to climb with them creating the perfect opportunity to try new routes and techniques and ultimately push my fitness levels and climbing grades. Tutors (See above) North East Climbing Venues I live in Teesside very close to the Cleveland Hills, which accommodate some of the best climbing venues in the country. Further good climbing can be found at Sunderland's and Aycliffe's indoor walls and excellent outdoor venues found in the Lake District and the North of England. College Practical Sessions Although the practical climbing sessions have now stopped in replacement of other activities they have proved to be a valuable source of information for me and have ultimately enabled me to go out on my own or with a climbing partner knowing that I am able to successfully and safely climb in or out of doors. Own Equipment Armed with the knowledge obtained from the practical sessions I have managed to gather together my own equipment, which I am now able to use to climb outside of college, helping me to continue to train after college, in the holidays and when I pass the course and go into my chosen career. Threats Transport Not being able to drive I sometimes find it difficult to get to climbing venues, which are often in hard to reach, rural settings, something which prevents me from climbing on certain days. Financial Situation My financial situation is less than ideal. This can prevent me from using climbing venues where a fee is involved and prevents me from being able to pay for driving lessons which create the threat described above. Lack of Knowledge Although I have the basic knowledge to enable me to go out and climb on my own, there is a lot to know about rock climbing both technically and physically and this can prevent me from knowing certain ‘trade secrets' which could enable me to progress at a quicker rate than I am at the present. Bad Weather The weather is an incontrollable element of my training. Bad weather has prevented or hindered my progress on several occasions, preventing me from climbing outdoors. Although simply going indoors as an alternative when the weather is bad, my financial situation and lack of access to transport can often prevent this. Injury Although I have had no serious injuries as a result of climbing this is a constant threat which could knock my training back to the start in the occurrence of a broken leg for example which can take up to six weeks to heal. Such an injury prevents further training and produces a weakness in that area and possible psychological damage. Summary By using a profile wheel and selecting my weakest and strongest attributes from that wheel I have been able to identify what I am good at and what needs my attention during training. Through highlighting these attributes I will now work towards maintaining my strengths, training my weaknesses, maximising my opportunities and minimising my threats in task two of The Reflective Practitioner. I will be able to do this by identifying my short term and long term goals and analysing these using SMART Targets.

10 jobs with the highest divorce rates

10 jobs with the highest divorce rates We work because we have to, and also to make life better- jobs afford us the income we need to survive, in addition to hopefully offering some level of personal fulfillment. Unfortunately, work can also have negative consequences that spill over into our personal lives. One of the worst side effects of a job is when it interferes with marriages, and certain jobs are more likely to lead to divorce than others. The following 10 jobs have the highest divorce rates, and you may be surprised by some of the results. 1. Dancer/ChoreographerBelieve it or not, dancers and dance choreographers are the professionals most at risk for divorce. The intimacy of dancing often leads to extramarital affairs between co-workers.2. BartenderLess of a shock is that fact that a large number of married bartenders split up with their spouses. Just think about it: a workplace in which people gather to hook up + heavy doses of free-flowing alcohol = a recipe for disaster for some people.3. Massage TherapistWha t’s more intimate than swaying together on the dance floor or sharing a shot at the bar? Well, touching another person’s unclothed body comes to mind. That’s the job description of massage therapists, so it is unsurprising that their marriages tend to break up.4. Gaming Cage WorkerBeing a gaming cage worker involves conducting financial transactions at casinos. Casinos attract clientele who enjoy the edgy entertainments of gambling and drinking, and such people may be more likely to engage in the equally risky pursuit of infidelity. Gaming cage workers have the extra enticement of dealing directly with money, which is a major turn on for a lot of people.5. Extruding Machine OperatorsAn extruding machine operator works on an assembly line. One theory is that this repetitious, alienating, and highly unstable work causes a psychological disconnect in workers that can lead to divorce. It is also low-paying work performed by people with relatively little education, w hich can also be factors in unstable marriages.6. Gaming Service WorkerNow we return to the casino for another job that often spells trouble for marriages. Gaming service workers tend to get divorced for the same reasons as gaming cage workers. They are possibly slightly less at risk since gaming service workers are not actually involved in the exchange of money, though there is more direct contact with other people.7. Factory WorkerLike extruding machine operators, factory workers perform repetitive, low-paying work that does not require a higher education degree. Such people are likelier to get divorces than highly educated, financially stable individuals who get to perform more intellectually stimulating and personally fulfilling work.8. Switchboard OperatorSwitchboard operator may seem like a decidedly old-fashioned job, but these folks who direct our phone calls are still around in great enough number to register in divorce-rate censuses. The stress of switchboard work is a maj or factor in the high divorce rate of people who perform this rapidly disappearing job.9. Nurse/Health AideWorking as a nurse or health aide comes with the dual issues of being highly stressful and extremely intimate. The long hours involved in such work can put a major strain on a marriage, and the close contact between worker and patient can lead to infidelity.10. Entertainer/Performer/Pro AthleteYou may have expected entertainers and pro athletes to take the top spot on this list since no one receives more attention for getting divorced than entertainers and athletes. Of course, no one receives more attention for doing absolutely anything than entertainers and pro athletes. Nevertheless, these are jobs that involve spending weeks or months away from home and being on the receiving end of adulation from fans who often have more in mind than snagging an autograph.

Smoking and adolescents Essays

Smoking and adolescents Essays Smoking and adolescents Essay Smoking and adolescents Essay Caffeine is one of the most consumed drinks in the World, and the crystalline substance was first separated in the early part of the 19th century (ARF, 2007).   Caffeine by itself appears white in color and tastes bitter.   It is derived from the Arabic word Arabic work ‘qahweh’ or from the Turkish word ‘kahveh’.   During the medieval period, coffee spread from the Northern African Region (where it was grown) to Europe through Arabia and Turkey.   It became a well-known drink in Europe, early during the 17th and 18th century (ARF, 2007).   It was grown in several portions of the World such as the Caribbean and Indonesia during the 18th century, for consumption in the West (ARF, 2007).   Caffeine was isolated in tea leaves, coffee seeds and cocoa seeds.   The amount of caffeine contained in coffee seeds is more than that contained in tea leaves.Tea leaves contain about 3.5 % of caffeine (ARF, 2007).   For that reason, a cup of tea will contain less amount of caffeine compared to that of a glass of coffee.   In the US, about 66 % of the caffeine users consume coffee, whereas 16 % consume it from tea and/or sodas (ARF, 2007).   Students frequently consume sodas, drinking chocolate, medications and special of the coffee beverage.   About 80 to 98 % of all the people in the US consume coffee.   About one-third o the population consumes more than 200 mg of caffeine every day (which is slightly more than 2 cups of coffee) (Engebretsen, 2001).   Most of users of coffee consume it for its mild stimulating effect, without developing any problem.However, some individuals develop a maladaptive or abnormal pattern of use resulting in several problems such as abuse, tolerance, withdrawal, addiction and toxicity (Moore, 2004).   Caffeine abuse can begin in adolescents, teenagers, early adulthood and middle-aged groups.   The incidence is increasing in school and college students these days (Moore, 2004).   Studies have demonstrated that girls more often than boys abuse caffeine (in the form of chocolates and alcohol) (Greenberg, 1999).   A survey conducted amongst college students demonstrated that about 17 % of the students consumed about 5 to 10 glasses of bevarges containing caffeine on a daily basis (Grafton, 1991).Many students are utilizing caffeine as a mood-altering drug to stay awake during nights for studying or to remain attentive during class hours.   Many students may like the slightly bitter taste of caffeine or the instant boost of energy provided by the drink.   In the world, caffeine is the most widely utilized mood-elevating drug.   More than 80 % of the adult population in the world utilize caffeine as a beverage in coffee, soda, tea or drinking chocolate (Gates, 2000).   On an average, an adult consumes about 280 milligrams of coffee a day, from about 2 to 3 cups of coffee (Gates, 2000).   Usually a small amount of caffeine may be beneficial to health producing a positive effect on the body.   The amount of caffeine present in a glass of coffee varies from the manner in which it is prepared, the amount of milk present, size of the glass and the strength of the coffee.   It may vary from about 65 mg to about 110 mg of caffeine per glass (ARF, 2007).   A glass of tea contains about 10 mg to about 90 mg of caffeine (on an average about 30 mg).   A glass of hot drinking chocolate contains about 4 mg of caffeine and a bar of chocolate contains about 5 to 60 mg of caffeine (average about 50 mg of caffeine) (ARF, 2007).Caffeine is also present in prescription and non-prescription medications, in doses between 30 to 200 mg, for treating various problems such as colds, migraine, headache, excessive drowsiness, inattentiveness, etc (ARF, 2007).   It can also be utilized to treat withdrawal symptoms developing from caffeine abuse, and for improving the analgesic properties of other drugs.   The drug is frequently util ized in newborn babies who suffer from a condition in which their breathing gets depressed.   This is because caffeine is known to stimulate breathing.   Some of the potential uses of caffeine (for which further studies need to be conducted) include treating dermal fungal infection, improving sperm mobility, in chemotherapy and in ECT.Caffeine when consumed reaches the tissues almost immediately (within 5 to 10 minutes).   These levels may be maintained in the body for about 30 minutes.   The drug gets broken down into smaller substances within about 4 hours (ARF, 2007).   The enzyme cytochrome P450 1A2 produced by the liver helps to metabolize the drug (Moore, 2004).   Individuals suffering from liver and kidney diseases, pregnant women, small babies, etc, take longer time to break down the drug.   On the other hand, individuals consuming nicotine are able to break down the drug at a much faster rate, and hence require greater amounts of the drug.   The drug usually does not accumulate in the body, and is significantly broken down into smaller substances and emitted in the urine.   A smaller quantity of the drug may be emitted in the urine unchanged (about 3 %) (ARF, 2007).The drug produces its effect almost immediately after consumption (Short-Term Effects).   The individual may have to consume about 75 to 150 mg to produce the physiological effects of the drug.   Some of the physiological effects of the drug include an increase in the metabolism rate of the body, faster breathing rates, increase in the urine output (as caffeine is a diuretic), rise in the serum fatty acid levels, rise in the blood pressure, an increase in the gastric acid production by the stomach, etc (ARF, 2007).   The drug also has an effect on the mental status of the individual such as increasing the activity of the brain and the nerves, delaying the development of tiredness, improving various mental functions such as attention levels, concentration levels, memo ry, perception, etc.   Fine movements are also improved when about 75 to 150 mg of caffeine is consumed (ARF, 2007).   The drugs also delays sleep and lower the intensity or depth of sleep.   An individual, who consumes caffeine before going to bed, is at a greater chance of being woken or moving during sleep.   The quality of sleep experienced by caffeine abusers is also less.   Fewer studies are so far conducted to determine the effects of caffeine on dreaming (ARF, 2007).In higher doses, the drug can act negatively leading to anxiety, jitteriness, agitation, confusion, a rise in the heart beats, abdominal pain, agitation, nausea, vomiting, headache and nervousness (Gates, 2000).   The effects are especially profound in those individuals who less frequently use caffeine.   In very high-doses, the drug may almost be fatal, causing a diabetes-like condition in which the sugar levels rise in the blood and the urine has a sick-sweetish smell of acetone (ARF, 2007).   T he fatalities may begin when about 5000 mg of the drug (about 35 to 40 cups of coffee) are consumed during a very short period of time (ARF, 2007).   However, the drug when administered intravenously (in doses of about 3200mg) may cause fatalities (ARF, 2007).   Fatalities may also occur from severe seizures and disastrous effects on the nervous system (such as intra-cerebral hemorrhages, etc) and the heart (such as myocardial infarction, hypertensive crisis, etc) (Engebretsen, 2001).Certain signs, known as ‘Withdrawal Symptoms’ are experienced when the drug is no longer consumed or is suddenly stopped (usually develops within 12 to 24 hours once the drug has been stopped) (Moore, 2004)..   Students usually begin to feel anxious, panic and sleepless when they do not get their daily dose of coffee (Gates, 2000).   Some of the other effect that may be experienced when the student suddenly stops consuming of caffeine includes a depressed mood, poor concentration ab ility, reduction of other cognitive functions, headache etc.   These symptoms may gradually reduce within a couple of days to about a week (Moore, 2004).   If an individual consumes about 100 mg of caffeine a day, a sudden stoppage of the drug would bring about headache and tiredness.   Many people continue to use caffeine in spite of problems experienced when the drug is stopped, considering that it would be easier to give up caffeine compared to other drugs such as alcohol and nicotine.   However, research has demonstrated that stopping caffeine could be much difficult at it seems.   Further research is required to demonstrate the difficulties that could develop when caffeine abuse should be stopped.   Earlier, when not much was known about nicotine abuse, it was publicly felt that nicotine consumption was not much of a problem, and the drug could be easily stopped without much problem.   However, studies have demonstrated that nicotine consumption is one of the most severe forms of drug abuse can could even lead to life-threatening problem (Gates, 2000).Tolerance on the other hand, is the ability to gradually withstand higher amounts of the dug without producing the physiological effects in the body, once the drug is repeatedly utilized over a period of time (Gates, 2000).   The level of tolerance that develops in students is very difficult to study as almost everyone uses caffeine on a day to day basis, to different levels.   The effects of caffeine may be tolerated as the drug is consumed regularly.   As the individual consumes caffeine for longer periods, he/she may require more and more quantities of the drug to produce similar effects (ARF, 2007).Addiction is a serious condition in which the individual resists higher amounts of the drug and develops withdrawal symptoms once the drug is stopped.   Addiction can lead to several problems at functioning at home, school, workplace or in social settings (Gates, 2000).Studies conducted d emonstrated that like other stimulants, caffeine can also bring about Dependence (both physiologically and psychologically).   When the drug is consumed in doses of 350 mg and above, physical dependence on the drug can develop.   Once, the drug is stopped, immediately withdrawal symptoms can develop (ARF, 2007).   This is frequently characterised by severe headache that reduces once the drug us consumed.   The individual also begins to feel irritable, anxious and tired.   However, the dependence brought about by caffeine is much weaker in intensity and is less injurious to health compared to other forms of substance abuse.   Studies conducted demonstrate that coffee may bring about a lot of problems with the functioning of the heart, nervous system and the stomach (Gates, 2000).Individuals consuming caffeine over long periods of time also develop Toxicity.   This usually develops if the daily consumption of coffee exceeds 7 to 9 glasses of coffee a day (or about 650 mg of caffeine).   Some of the symptoms of long-term toxicity include sleeplessness, apprehension, anxiety, nausea, palpitations, vomiting, irritability, depression, distress, mood disorders, rise in the blood pressure, gastric ulcers, irregular heartbeats, tremors, rise in the heartbeats, rise in the cholesterol levels in the blood, etc.   These symptoms usually reduce gradually within 6 to 8 hours (Moore, 2004).   The effect of caffeine toxicity on the body cells to produce cancer and heart disease is rather unknown.   Caffeine to some extent may bring about changes to the cells and the tissues and may also provoke certain known carcinogens to bring about cancer (ARF, 2007).   Several studies conducted in animals have demonstrated that caffeine may actually have properties that retard cancer.   Diethylstilbestrol contains amounts of caffeine and is frequently given to women in order to prevent breast cancer from occurring (ARF, 2007).Animal studies have demonstrated that caffeine use has can cause a series of reproductive problems including infertility, reduced birth weight, congenital anomalies, etc.   The exact effect of the drug in human beings is not known and should be researched further.   In the US, pregnant women are advised to limit consumption of coffee during their pregnancy in order to reduce the ill-effects on the developing unborn baby (ARF, 2007).Caffeine abuse is seen more frequently, as people do not consider it problematic or causing life-threatening conditions.   College students depend frequently on caffeine or it products to stay awake during the nighttimes before examinations or in the classroom.   Although, in low doses caffeine does not cause any serious problems to the body, when consumed in high doses, caffeine behaves like nicotine, having injurious effects on the body (Gates, 2000).Caffeine is known to elevate the heart rate above that of normal.   When an individual is using caffeine, he may find it difficult to suddenly stop the drug.   However, it may be easier than nicotine to stop the drug over a period of time.   As such, it is easier to cut down on caffeine consumption gradually, than over nicotine consumption (Gates, 2000).Some students begin to consume coffee almost for the same reason for which they consume alcohol and cigarettes (that is in a social gathering with other students) (Gates, 2000).   Others may consume caffeine in order to reduce the effects of alcohol or to sober up.   However, it should be noted that caffeine does not reduce the effects of alcohol or any other drug (McGee, 2005).Some students drink coffee to relax, express energy and develop peace of mind.   They tend to utilize the drug in spite of these problems and may have tried to stop consuming the drug but have failed in their efforts (Gates, 2000).   Students should give up caffeine abuse as it consumption (like nicotine abuse) could be injurious to health.   Studies have demonstrated that c affeine abuse usually does not develop due to any serious problems in life.   Just workplace tensions or academic difficulties at the university can promote caffeine misuse (Gates, 2000).Students affected with caffeine abuse should be educated and motivated by the college teachers about the ill-effects of the drug and the problems it could cause.   Greater awareness is required as students may not know of the potential complications that the drug could bring about.   Awareness programs and sessions meant for developing attitudes towards drug use should also include caffeine abuse.   Counselors should be arranged in the schools and universities to help students get out of their problems with caffeine abuse.   If a student feels that certain amount of coffee is required (as it would be harmless and in fact beneficial to the body), a coffee consumption record (in the form of a diary) should be maintained, to ensure that the amount consumed is within limits (Moore, 2004).    The best way to give up caffeine abuse is to gradually limit the consumption of the drug over a period of time.   The consumption of coffee in children and adolescents should be monitored closely.   It could have several ill-effects on the nutrition and development of the adolescent.   In no way caffeine drinks should be utilized to replace milk in the diet.   Caffeine can also act as an appetite suppressant and prevent the child from consuming food.   Some hyperactive children may also have more problems when given caffeine (McGhee, 2005).

Professional Workoplace Dilemma Paper Essay Example | Topics and Well Written Essays - 500 words

Professional Workoplace Dilemma Paper - Essay Example Moral and ethical dilemmas are becoming frequent in one’s professional life. The cut throat competition coupled with diverse and multicultural fabric of the society, makes it difficult for a person to maintain a high level of personal integrity. The main reason being that very often the personal values clash with the organization’s objectives and organization’s target based results. According to Joseph Badaracco, "We have all experienced situations in which our professional responsibilities unexpectedly come into conflict with our deepest values...we are caught in a conflict between right and right. And no matter which option we choose, we feel like weve come up short" (internet). The resolution of ethical dilemma therefore requires a very careful consideration so that both the parties become gainers. As a customer support executive in a credit card company, I often come across such situations while dealing with the customers. My company being a target based organization, I have to sell credit cards to the customers so that I can meet my professional responsibilities and even exceed target for rapid advancement in my career. Even though all my customers may not require the credit cards, but the need to sell them becomes my professional responsibility towards my company. In such cases, I am faced with the ethical dilemma of whether I should convince my prospective customer so that he agrees to take our credit card. One such case comes to my mind whenever I look back to time. I once sold our credit card to a university immigrant student who had come on scholarship from India. Although I had informed him of all the details of using prudently the credit card, I later came to know that the said student had come under so much of debt that despite being an extremely bright student, he could not complete his studies on time as he had to work long hours to repay the debt accrued on his credit cards.

Make Good CV Essay Example | Topics and Well Written Essays - 500 words

Make Good CV - Essay Example To work in an organization where I will be more of an asset, while developing my career in management, and utilizing my experience in organizing people and coordinating organizational processes to completion The main activity included coordinating various departments in order to ensure that all worked in line with the strategic plan. It also included scheduling of hot tapping/ cold tapping activities between Aramco and contractor as well as management of all piping related activities from piping fabrication, installation and pipe stringing and hydro testing. Planning and coordinating the installation and erection of pipe racks, scraper launchers and receiver including all, associated piping works. It also involved coordinating the Installation of the scrapers for both launcher and receiver including its accessories and appurtenances Overseeing the installation of the flow lines coming from well head to headers lines (drain line header, test line header and production line headers for both Arab C oil and Arab D oil) including MOV’S